Exploring the Use of Texting to Support Family-School Engagement in Early Childhood Settings: Teacher and Family Perspectives

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01