Communication with Families: Understanding the Perspectives of Early Childhood Teachers
| Title: | Communication with Families: Understanding the Perspectives of Early Childhood Teachers |
|---|---|
| Language: | English |
| Authors: | Avari, Pearl (ORCID |
| Source: | Journal of Early Childhood Research. Jun 2023 21(2):241-255. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | 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 |
| DOI: | 10.1177/1476718X221140747 |
| ISSN: | 1476-718X 1741-2927 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1380796 |
| Database: | ERIC |
| ISSN: | 1476-718X 1741-2927 |
|---|---|
| DOI: | 10.1177/1476718X221140747 |
| Published in: | Journal of Early Childhood Research |
| Language: | English |