Browsing by Subject "vårdnadshavare"

The digital communication between home and school has developed for a longer period besides the digitalization in our society. Studies have shown that the perception of digital communication related to school context varies and there is also an ongoing discussion about it in the media. The purpose of this study is to discover how caregivers experience the digital communication with the class teacher, and which tools are working well and not so well depending on different parts of the everyday school day. This study was executed as a qualitative study and the data was collected through an electronic form. The form was answered by 19 caregivers with children in grades 1-6 in basic education. The analysis in this study was conducted as a thematic analysis. Wilma and social media were used for digital communication between caregivers and class teachers. The digital communication tools were experienced as well functioning in informative occasions but not as well in situations that required a dialog. Lack of guidelines in the usage of digital communication tools were experienced to cause misunderstandings. Results in this study shows that awareness among caregivers and class teachers of how digital communication tools are used can conduct to a development of the digital communication to at best become an effective and smooth way to communicate. This benefits all partners. A well-reasoned usage of digital communication tools increases a feeling of participation and conducts to a feeling of welcomed in the school as a caregiver.

The purpose of this study was to examine parents’ and pre-school personnel’s points of view and expectations on communication, where these expectations meet or do not meet and how both can contribute to a positive communication environment. The theoretical frame focuses on a review of what is expected for good communication, different communication levels, which models and recommendations and tools pre-schools have at their disposal. The study was qualitative and based on group interviews. Two different pre-schools, with personnel and parents, participated in the study. Three group interviews were made: two with the pre-school personnel and one with the parents. All in all, ten informants participated in the study: six from the personnel and four parents. My research approach is phenomenological-hermeneutic. The results show that both, personnel and parents, were very satisfied with the communication in both pre-schools, and therefore, this study could provide valuable guidelines when building a good communication environment. What was proven to be important, and what both, personnel and parents, expected of the communication, was that the communication should involve: open channels, reciprocity, fairness, taking the initiative to discuss the matter, contacting, easiness, flexibility, regularity, objective, honesty and activeness. The different communication channels were considered important to build and to maintain a good communication environment, as well as how these communication channels were used.