School-Family Communication in Early Childhood Education Through Digital Tools

Abstract

[eng] This study addresses the communication between schools and families in the early childhood education stage (0–6 years) using digital tools. Using a descriptive-exploratory cross-sectional design, it aims to explore teachers’ knowledge and attitudes regarding the use of these technologies. To gather information, a questionnaire consisting of 28 items was distributed to teaching teams in Mallorca (Balearic Islands, Spain), yielding a total of 273 responses. The results reveal that, while email and instant messaging are widely recognised and used, specific applications remain underutilised, with significant variations in usage patterns depending on age group and level of experience. Teachers generally perceive digital tools as effective, but identify certain gaps in families’ technological competence. This study underscores the urgent need for targeted professional development to enhance teachers’ competence and confidence in using digital tools for communication. Recommendations include promoting training initiatives tailored to experience levels and integrating user-friendly, secure platforms to foster inclusive, two-way communication, ultimately strengthening collaboration between families and schools.