Prevalence and Determinants of Parent–School Communication Applications in Early Childhood Education Institutions

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.