Isaac Scientific Publishing

Journal of Advances in Education Research

Look What I Did Today! A case study on the introduction of social networking to an early childhood classroom

Download PDF (288.2 KB) PP. 41 - 49 Pub. Date: November 8, 2016

DOI: 10.22606/jaer.2016.11005

Author(s)

  • Donna E. Karno*
    Department of Early Childhood Education, University of Maine at Farmington, Farmington Maine, United States
  • Bethany W. Bilodeau
    Department of Early Childhood Education, University of Maine at Farmington, Farmington Maine, United States

Abstract

Formal and informal methods of communication between parents and teachers are considered critical to high quality early childhood classrooms that use developmentally appropriate practice (Clarke-Stewart & Allhusen, 2005; Copple & Bredekamp, 2009). With the increasing use of social media, communication methods are undergoing significant change throughout society (PewResearch, 2014b). This research explored the introduction of a secure social network site to a preschool classroom, and the impact the social network site had on teacher, child, and parent communication. The study found that for those parents who used the social network site, there was a deeper understanding of “what went on” in the classroom. Parents who participated in the social network site also reported sharing the pictures and videos with their children, and aiding in parentchild discussion about the class. For non-participating parents, there was a decrease in their perception that teachers were providing detail and information regarding their child’s day. For the participating and non-participating parents, there was no increase in collaboration levels. The social network site succeeded in bringing the classroom to parents in a manner not previously possible.

Keywords

Early childhood, parent communication, technology.

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