Literaturnachweis - Detailanzeige
Autor/inn/en | Snell, Emily K.; Hindman, Annemarie H.; Wasik, Barbara A. |
---|---|
Titel | Exploring the Use of Texting to Support Family-School Engagement in Early Childhood Settings: Teacher and Family Perspectives |
Quelle | In: Early Child Development and Care, 190 (2020) 4, S.447-460 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Snell, Emily K.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2018.1479401 |
Schlagwörter | Telecommunications; Handheld Devices; Family School Relationship; Early Childhood Education; Teacher Attitudes; Urban Areas; Communication Strategies; Preschool Children; Federal Programs; Prompting; Family Involvement; Public Schools; Family Attitudes; Parent Attitudes; Preschool Teachers; Low Income Telekommunikationstechnik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Urban area; Stadtregion; Kommunikationsstrategie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benutzerführung; Public school; Öffentliche Schule; Elternverhalten; Erzieher; Erzieherin; Kindergärtnerin; Niedriglohn |
Abstract | New technologies offer exciting opportunities for improving home-school communication, family engagement, and children's learning in early childhood. This paper presents the results of an exploratory study focused on understanding how texting might enhance family-school engagement in early childhood settings. Using focus groups and surveys of teachers (n = 20) and family members (n = 30) in an urban early childhood programme in the eastern United States, we examined the nature of current communication (including texting) between school and home, openness among teachers and families to the idea of sending or receiving home-school communication via text, and beliefs among teachers and families about how texting can support various aspects of family-school engagement. Results suggest that many teachers and families are enthusiastic about using texting and view texting as a tool to further family-school engagement and communication and to enhance child outcomes. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |