The Communication Link between Childcare Centre and Home: Are We Building A Rope or A Truss Bridge?

Abstract

Literature in the field of early childhood education and care (ECEC) acknowledges the importance of solidified communication practices between stakeholders. The recent publication of The National Standards for Early Childhood Education and Care Services 0-3 years (2022) also makes reference to the importance of collaborative partnerships, yet locally, the choice of channels of communication used in the bridged gap between childcare centres and homes remains at the discretion of each centre. In this regard, the research outlined in this paper has sought to investigate how communication links are initiated and perceived by stakeholders, with particular focus on the modes and mediums used, and whether these can be metaphorically referred to as a 'rope' or 'truss' bridge. Qualitative data was gathered through semi-structured interviews with parents, childcare educators (CCEs) and legally responsible persons (LRPs) whilst a thematic approach was adopted for analysis. Findings indicated that monomodal and multimodal means of communication were used interchangeably in order to meet different encoding and decoding purposes. The choice of communication channels varied from one centre to another and this showed that nationally, there is no common line of formality in the choice and implementation of communication practices. Data showed however that a consensual view was held regarding verbal communication as being the preferred mode since this is bidirectional and provides a sense of reassurance, clarity and dialogic interactivity between the stakeholders involved. The concepts of communication principals, power dynamics and boundary infringement were also revealed as emergent themes within the role of communication channels in childcare settings.