Parent Perspectives on the Implementation of a Digital Documentation Portal in an Early Learning Centre

Abstract

THE TRANSFER FROM PAPER-BASED systems to digital documentation portals is revolutionising how information is delivered to parents in early childhood education and care settings. This study used a mixed-method approach to document the implementation and use of a digital portal in a large early learning centre from the perspectives of parents. Findings revealed a number of concerns for parents such as privacy, ethical use of images, storage of data and documentation content. However, the significant uptake of the portal by parents, attributed to a desire for greater connections with their child and with other parents, and the facilitation of these connections via the digital portal, was a key finding of this study.

Early childhood education and care in the app generation: Digital documentation, assessment for learning and parent communication

“…Educators report that apps are fast and easy to use (Higgins, 2015; Hooker, 2016; Penman, 2014; Plumb & Kautz, 2014), quickly producing professional-looking posts including photos and videos to share with families (Beaumont-Bates, 2017). Parents also find apps easy to use and convenient, engaging with documentation at a time and location that suits them and easily sharing with extended family (Beaumont-Bates, 2017; Higgins & Cherrington, 2017; Lim & Cho, 2019; McFadden & Thomas, 2016; Penman, 2014). Parents enjoy receiving notifications of posts and immediate access to information about their child’s experiences (Higgins & Cherrington, 2017; Penman, 2014).…”

“…Some educators reported that the immediacy and frequency of the communication with families motivated them to post more stories about children (Beaumont-Bates, 2017; Hooker, 2017; Penman, 2014). Reported flow-on effects include educators reporting a better understanding of children’s family and home context (Beaumont-Bates, 2017; Penman, 2014), families reporting better understandings about children’s experiences in the centre (Beaumont-Bates, 2017; Lim & Cho, 2019; Penman, 2014), increased face-to-face communication between educators and parents (Beaumont-Bates, 2017; Higgins & Cherrington, 2017), and parents enjoying increased communication with their child about their experiences in the centre (Beaumont-Bates, 2017; Higgins, 2015; Lim & Cho, 2019; McFadden & Thomas, 2016; Penman, 2014).…”

“…The literature provides examples of apps being used in ways that support children’s learning and development, thereby highlighting their pedagogical benefit. In services where app content has a pedagogical focus, parents report feeling well informed and extending on their child’s learning at home (Beaumont-Bates, 2017; Higgins & Cherrington, 2017; Hooker, 2016; McFadden & Thomas, 2016; Penman, 2014). Educators engage in more responsive planning for individual children as a result of a better understanding of children’s home and family context (Beaumont-Bates, 2017).…”

“…The literature cautions that app usage does not always result in improved or increased educator-family communication, with possible equity issues arising for families who choose not to use, or rarely use, apps. McFadden and Thomas (2016) caution that not all parents want to use apps; thus they should not be considered a sole method of communication but rather, part of a suite of possibilities to support partnerships with diverse families. Some families express confidentiality and security concerns (McFadden & Thomas, 2016), while Lim and Cho (2019) found that Korean fathers demonstrate lower levels of engagement with ECEC apps than mothers.…”

“…McFadden and Thomas (2016) caution that not all parents want to use apps; thus they should not be considered a sole method of communication but rather, part of a suite of possibilities to support partnerships with diverse families. Some families express confidentiality and security concerns (McFadden & Thomas, 2016), while Lim and Cho (2019) found that Korean fathers demonstrate lower levels of engagement with ECEC apps than mothers. Access to the necessary technology required to engage with apps should not be assumed for all families.…”