Communication with Families: Understanding the Perspectives of Early Childhood Teachers

Autor/inn/en	Avari, Pearl; Hamel, Erin; Schachter, Rachel E.; Hatton-Bowers, Holly
Titel	Communication with Families: Understanding the Perspectives of Early Childhood Teachers
Quelle	In: Journal of Early Childhood Research, 21 (2023) 2, S.241-255 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avari, Pearl) ORCID (Schachter, Rachel E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221140747
Schlagwörter	Family School Relationship; Early Childhood Teachers; Early Childhood Education; Young Children; Synchronous Communication; Computer Mediated Communication; COVID-19; Pandemics; Asynchronous Communication; Verbal Communication; Communication (Thought Transfer); Parent Participation; Family Involvement; Preferences + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Computerkonferenz; Communication; thought; Kommunikation; Gedanke; Elternmitwirkung
Abstract	Communication between teachers and families in early childhood is a key aspect of successful teacher-family engagement. The goal of this exploratory study was to investigate how teachers communicated with families in early childhood classrooms and what they communicated about. This study of 31 teachers working with children birth to age five, primarily in the Midwestern U.S. examined how they described communication with families using semi-structured interviews. Findings indicated that teachers used multiple formats to communicate with families about children's daily routines, developmental progress, and other relevant information. Teachers preferred in-person communication although challenges occurred due to classroom dynamics and the global COVID-19 pandemic restrictions. Technology such as apps and messaging emerged as an efficient way to reach most families, however difficulties facilitating reciprocal communication with families were described. Further research is needed to identify successful communication strategies for both teachers and families, thus building higher quality teacher-family partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01