Digital Bonds: Exploring the Impact of Computer-Mediated Communication on Parent–Educator Relationships in Early Childhood Education and Care

Abstract

Despite advancements in the use of mobile technology in recent years, investigation of the technology designed for communication in parent–educator relationships in early education and its impact remains limited. This study investigated how computer-mediated communication could support parent–educator communication in the early childhood education and care (ECEC) sector. The participants selected were parent users (n = 140) at sites in Ontario, Canada, who had implemented a specified communication application; these participants were recruited by email, as identified within the organization’s database. Using a retrospective mixed-method design involving open- and close-ended and blended questions, an online survey consisting of 47 researcher-created questions was used to assess participants’ perspectives of changes in parent–educator communication. The quantitative and qualitative survey data were analyzed using paired sample sign tests and thematic analysis. Computer-mediated communication was found to have the potential to strengthen parent–educator communication practices, particularly when paired with face-to-face communication. The participants reported increased communication content regarding their children’s daily experiences, which positively influenced both parent–educator and parent–child relationships. To facilitate technology-mediated communication in childcare settings in the future, ongoing training and clear expectations for its use are recommended to support the effective application of technology within parent–educator communication practice.