Prevalence and Determinants of Parent–School Communication Applications in Early Childhood Education Institutions
Abstract
Effective school–family communication constitutes a fundamental component of early childhood education, as it supports children’s holistic development across educational, health, social, and emotional domains. With the increasing integration of digital technologies into educational contexts, parent–school–teacher communication applications have emerged as practical tools for facilitating this interaction. This study was conducted using a descriptive survey design within a quantitative research framework. The sample consisted of 350 participants, including 316 preschool teachers and 34 school administrators working in public and private early childhood education institutions. The study examines the prevalence of the use of such applications, their primary purposes, and the variables associated with their use. Data were collected through a validated measurement instrument developed by the researcher. The findings indicate that the overall use of communication applications remains limited. Among users, these tools are predominantly employed for announcements, parent information, and daily activity sharing, suggesting a focus on informational rather than developmental or pedagogical functions. Application use varies according to professional seniority, with mid-career educators demonstrating higher levels of engagement. Institutional context also appears to play a significant role, as educators in private institutions show a greater likelihood of using these tools. The results highlight the potential of digital communication applications to enhance school–family collaboration while revealing that their pedagogical capacities are not yet fully utilized. Strengthening institutional support, providing targeted professional development, and enriching application content are recommended to promote more effective and development-oriented implementation.
Ethical Statement
This study was approved by the [Izmir Democracy University/Faculty of Education] Ethics Committee (Decision Number: 2026/01/01; Protocol Number: 2026/01). All participants were informed about the study, participation was voluntary, and written informed consent was obtained. Participant confidentiality and data anonymity were ensured. The study was conducted in accordance with the Declaration of Helsinki and relevant ethical guidelines.
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Details
| Primary Language | English |
|---|---|
| Subjects | Child Development Education |
| Journal Section | Research Article |
| Authors | |
| Submission Date | February 10, 2026 |
| Acceptance Date | March 16, 2026 |
| Publication Date | March 25, 2026 |
| DOI | https://doi.org/10.51535/tell.1885833 |
| IZ | https://izlik.org/JA44WE69UK |
| Published in Issue | Year 2026 Volume: 8 Issue: 1 |
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Dr. Hatice YILDIZ DURAK lisans ve Yüksek Lisans eğitimlerini Hacettepe Üniversitesinde, doktora eğitimini de Gazi Üniversitesinde tamamlamıştır. Dr. YILDIZ DURAK Necmettin Erbakan Üniversitesinde öğretim üyesi olarak görev yapmaktadır. Dr. YILDIZ DURAK’ın çalışma alanları eğitim teknolojileri, üstün yetenekli öğrenciler, üstün yetenekli öğrencilere erken yaşta programlama eğitimi, problemli teknoloji kullanımı ve öğretmen ve öğretmen adaylarının teknolojik alandaki mesleki gelişimleri konularından oluşmaktadır.
Özgen Korkmaz is a professor at the Faculty of Engineering and Natural Science at Bandırma Onyedi Eylül University. Dr. Korkmaz's area of expertise is educational technology. His research interests include computer education, programming education and thinking skills. He is also an expert in scale development.
Serkan İzmirli, Çanakkale Onsekiz Mart Üniversitesi'nde Öğretim teknolojileri alanında doçenttir.
Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü Fen Bilgisi Eğitimi Anabilim Dalı öğretim üyesidir.
Otomatik Oluşturulan Kurul - Başlığı Düzenleyiniz
Lisans eğitimini Hacettepe Üniversitesi BÖTE Bölümü, Yüksek Lisans Eğitimini Gazi Üniversitesi BÖTE Bölümü ve Doktora eğitimini Sakarya Üniversitesi BÖTE Bölümünde tamamladı. Şuan Amasya Üniversitesi Teknik Bilimler Meslek Yüksekokulu Bilgisayar Teknolojileri Bölümünde Doç. Dr. olarak görev yapmaktadır. Aynı zamanda Tübitak Yurt içi Doktora Sonrası Araştırma Burs Programı kapsamında Orta Doğu Teknik Üniversitesi BÖTE Bölümünde doktora sonrası araştırmacı olarak çalışmaktadır. Araştırma alanları Eğitimde Artırılmış Gerçeklik (Doktora tez konusu), siber güvenlik farkındalığı, ciddi oyunlar, bibliyometrik analiz, bilişim teknolojileri eğitimi, eğitim materyali geliştirme, eğitim teknolojiler, öğretim tasarimi ve öğretmen eğitimidir.
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Dr. Veysel Bilal Arslankara Lisans ve Yüksek Lisans eğitimini Necmettin Erbakan Üniversitesi, Doktora eğitimini ise Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri alanında tamamlamıştır. Çevrimiçi öğrenme ortamları, sanal riskler, öğretim tasarımı, materyal geliştirme, dijital oyunlar, robotik kodlama, düşünme becerileri ve eğitimde üretken yapay zeka konuları üzerine bilimsel çalışmalar yürütmektedir.
Necmettin Erbakan Üniversitesi, Sosyal Bilgiler Öğretmenliği, (2016-Lisans)
Aksaray Üniversitesi Sosyal Bilgiler Eğitimi, (2020- Yüksek Lisans)
Anadolu Üniversitesi Sosyal Bilgiler Eğitimi, (2022- Doktora)
Arş. Gör. (2021- Aksaray Üniversitesi)
