MON: Partnership with parents in Early Years Learning settings: a comparison of ICT approaches (Alison Owens)
Using digital technologies to develop a partnership with parents.
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3 January 2017
ABSTRACT: Developing a partnership with parents in early years learning settings: a comparison of ICT approaches.
Over the last decade the requirement for including and engaging with parents has gone from recommendation to legislative requirement, this presentation aims to consider the options available through the use of information, communication technologies (ICT) to develop novel approaches to progressing from the transfer of information to building partnerships with parents.
In addition to considering the potential of using ICT to meet legislative requirements, this presentation seeks to examine the advantages and disadvantages of ICT and use a comparison of the options available to inform practice. Following an extensive literature review, there is a lack of information and advice on the subject for practitioners. While some settings are embracing recent advances in open educational resources and social networking, many still rely on printed material and one way communication with parents, this project aims to address this.
Information for this project will be gathered through online research into the various technologies available. In addition, information on current practice will be provided from practitioners in the sector. This data will be collected through questionnaires distributed by social media such as Facebook and Twitter. Benefits, barriers and risks will be evaluated using a variety of sources such as Barnardo’s and the Department of Children and Youth Affairs (Ireland).
A PowerPoint presentation will provide an overview of the paper based project examining the above topic as follows:
- · Introduction: this deals with the question, “Why is parental inclusion so important?” and considers legislation and the importance of parental involvement on child development.
- · Barriers to inclusion: a look at issues such as lack of time, opportunity and communication problems including language and literacy.
- · Current methods: this section describes current methods used by practitioners to engage with parents (based on information from a small sample through questionnaires).
- · Information, Communication Technology options: a breakdown of the various ICT options available such as social network sites, twitter, blogging, conferencing, e-mail and packages specifically designed for preschool settings such as Child Diary.
- · Benefits: a look at the potential benefits of using various ICT approaches such as reducing costs, reducing time spent on administrative duties and increasing time available for other non-contact time tasks such as observations and curriculum development.
- · Barriers: this will consider the barriers to the use of ICT, such as digital literacy, access to technologies and cost of implementation.
- · Risks: here we will look at the issues surrounding confidentiality, data protection and child safety, these are extremely important as preschools are working with very young children and practitioners have a duty of care to the children in the setting.
- · Overcoming barriers and resolving risks: an examination of how ICT can be used to overcome barriers to inclusion, a look at overcoming the barriers to the use of ICT and how to deal with the risks involved.
Conclusion: a summary of the findings and recommendations for practitioners.