CALIFORNIA STATE UNIVERSITY NORTHRIDGE
Building Early Childhood Education Communities Using Social Media
A graduate thesis submitted in partial fulfillment of the requirements
For the degree of Master of Art in Education,
Educational Psychology
By
Takouhey Saatjian
December 2013
The graduate project of Takouhey Saatjian:
____________________________________________
____________________
Sloane Lefkowitz Burt, M.A.
Date
_____________________________________________
____________________
Joannie Busillo-Aguayo, Ed.D.
Date
_____________________________________________
_____________________
Carrie Rothstein-Fisch, Ph.D., Chair
Date
California State University, Northridge
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DEDICATION
To Kevork, my lovely husband. Thank you for always supporting me in
continuing my education in order to reach every single one of my dreams. I respect you
and value your love, friendship and support.
To Hrag, my brilliant son, thank you for a being such an amazing person! You’re
a kind, wise and respectful gentleman, who I am very proud of. You amaze me with your
insights, ideas, and wisdom. We are very fortunate to have you in our lives, where we can
turn to you for advice, input or ideas.
To Pattil, my princess, you’re the sunshine of my life. Your love, care and sense
of humor brightens our lives. With your enthusiasm, love and caring heart I am sure you
can make a difference in this world. I am grateful that God gave us an angel we can turn
to for a gentle touch, love or laughter.
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ACKNOWLEDGEMENTS
Throughout my research project, I have been blessed to be surrounded with caring
and devoted educators who believed in my research subject and supported me in the
process. I appreciate and value each and every one of them.
To Linda Larsen Manzano, M.A., a professor at Glendale Community College
who was my first ECE teacher and my mentor. You taught me what a high quality
preschool program should look like. You emphasized how important it is for ECE
teachers to continue their education in order to raise the bar in our field. Your continued
encouragement and faith in me gave me the motivation to continue my education.
To Dr. Carrie Rothstein–Fisch, you always believed in the importance of
understanding and respecting cultures in order to connect successfully. You instilled in
me the idea that we can only outreach communities by being related to their cultural
values and traditions. Your interest was the force behind my research project. You
wanted to find different ways to reach out to and connect with families for the welfare of
our children. Through your encouragement, support, wisdom, and sense of humor, I
confidently completed the program.
Dr. Jan Fish, your amazing personality, gentle guidance, respect and appreciation
for our multicultural world made me feel that I am a valued immigrant educator at
CSUN. You are a true role model, who embraces our diverse world with your work,
caring approaches and support. You helped me feel that language was never a barrier to
coming together, understanding each other’s needs, and celebrating our devotion to the
field of early childhood.
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Mrs. Sloane Lefkowitz Burt, M.A., you are the loco motor of our program and
keep the graduate students moving forward. Your patience, valuable thoughts and
feedback made the thesis become possible. Without your guidance and support I could
not imagine how I would be able to complete my work.
I would also like to thank all the teachers, families, and children who I have
worked with throughout the development of this thesis project. Each and every one of
you touched my life in a unique way and sharpened my skills as an educator.
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TABLE OF CONTENTS
SIGNATURE PAGE ..........................................................................................................ii
DEDICATION……………………………………………………………………………iii
ACKNOWLEDGEMENTS………………………………………………………………iv
LIST OF FIGURES ……………………………………………………………………..vi
ABSTRACT…………………………………………………………………………….viii
CHAPTER ONE: INTRODUCTION ................................................................................. 1
Statement of Need…………………………………………………………………1
Purpose of the Project ............................................................................................. 1
Hypothesis………………………………………………………………………... 2
Rationale…………………………………………………………………………..2
Definition of Terms………………………………………………………………………. 3
Outline of the Thesis ……………………………………………………………………...4
CHAPTER TWO: LITERATURE REVIEW ..................................................................... 6
Popularity of Facebook as a Communication Method ............................................ 7
The Importance of Communication Between Family, School, and Community.... 8
Parental Use of On-line Communication ................................................................ 8
Facebook Versus E-mail…………………………………………………………10
How Parents Feel About Digital Communication……………………………….11
Online Communication as a Complement to Face-to-Face Interaction………….12
Parental Involement On-line……………………………………………………..13
NAEYC Technology as a Tool…………………………………………………..17
NAEYC Tips for On-line Communication with Families……………………….17
CHAPTER THREE: PROJECT AUDIENCE AND IMPLEMENTATION FACTORS 19
Participants……………………………………………………………………… 19
History…………………………………………………………………………...20
Program Philosophy……………………………………………………………. 21
Procedure………………………………………………………………………...22
Building Bridges Between Home and School: Communication with Families… 47
CHAPTER FOUR: RESULTS ......................................................................................... 62
Effects of Having a Facebook Page……………………………………………...62
Parent Questionnaires……………………………………………………………62
Location and Data on Users……………………………………………………...65
Effects on Staff…………………………………………………………………..67
Effects on the Program…………………………………………………………...68
How Facebook Assisted in Community Building……………………………….68
CHAPTER FIVE: DISCUSSION ..................................................................................... 71
Personal Thoughts on Benefits of Facebook Page……………………………….71
The Challenges of a Facebook Page …………………………………………….74
Suggestions to Those Interested in a Facebook Page…………………………... 67
Future Plans……………………………………………………………………...79
REFERENCES…………………………………………………………………………..83
APPENDICES .................................................................................................................. 86
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LIST OF FIGURES
Figure 3.1. Picture of Video Post of Children Singing Valentine’s Day Song…………32
Figure 3.2. Picture of Rally Post………………………………………………………..34
Figure 3.3. Picture of About Our School and Basic Information……………………….37
Figure 3.4. Picture of Profile…………………………………………………………....38
Figure 3.5. Picture of Facebook Page…………………………………………………...39
Figure 3.6. Picture of Photo Post of Armenian Dancer………………………………....40
Figure 3.7. Picture of Video Post of Detective Visit……………………………………41
Figure 3.8. Picture of Photo Album Post of Farm Animals……………………………..42
Figure 3.9. Picture of Post of Baking in Class…………………………………………..43
Figure 3.10. Picture of Post to Help with Bedtime……………………………………...44
Figure 3.11. Picture of Post of Huntington Gardens Information……………………….44
Figure 3.12. Picture of Post of Griffith Observatory Information………...…………….45
Figure 3.13. Picture of Reminder Post…………………………………………………..45
Figure 3.14. Picture of Picture Day Post…………………………………………….......45
Figure 3.15. Picture of Aquarium of the Pacific Post………………...…………………46
Figure 3.16. Picture of Volunteer Post……………………………..……….……..…….46
Figure 3.17. Picture of California Science Center Post……………………..……..……48
Figure 3.18. Picture of Album Post of California Science Center…………………..…..49
Figure 3.19. Picture of Another Album Post of California Science Center……………..50
Figure 3.20. Picture of Red Tricycle Post………..…………………………………..….51
Figure 3.21. Picture of Pershing Square Post…………………………………….……..51
Figure 3.22. Picture of Touchpoints Post…………………………….…………………52
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Figure 3.23. Picture of Living Smart Post………………………………………………53
Figure 3.24. Picture of Balancing Your Life Post………………………………………53
Figure 3.25. Picture of Video of Dentist Visit Post……………………………………..55
Figure 3.26. Picture of Homemade Games Post………………………………………...56
Figure 3.27. Picture of Christmas Cookies Post………………………………………...56
Figure 3.28. Picture of Top 10 Shows Post……………………………………………..57
Figure 3.29. Picture of Physical Activity Post…………………………………………..57
Figure 3.30. Picture of How to Spend Quality Time Post………………………………58
Figure 3.31. Picture of Family Room Post……………………………………………...58
Figure 3.32. Picture of Android Game Post……………………………………………..59
Figure 3.33. Picture of Harvest Fair Post………………………………………………..60
Figure 3.34. Picture of Fundraising Post……………………...………………………...60
Figure 4.1. Picture of User Demographic Post……………………..…….……………..66
Figure 4.2. Picture of Site Usage Post………………………..………….……………...67
Figure 4.3 Picture of Site Visit Post…………………………………….….……………67
Figure 4.4 Picture of End of Year Celebration Post……………………………………..69
Figure 4.5. Picture of Abril Bookstore Post………………………………………..……70
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LIST OF TABLES
Table 1: List of Posts…………………………………………………………….25
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ABSTRACT
SOCIAL NETWORKING AND PRESCHOOL FAMILIES:
A BRIDGE BETWEEN HOME, SCHOOL, AND COMMUNITY
A graduate thesis submitted in partial fulfillment of the requirements
For the degree of Master of Art in Education,
Educational Psychology
This thesis explores the evolution and process of developing a Facebook page for
connecting families with their children’s early care and learning center. Videos, photos,
and informative subject matter were posted for parents and extended family members to
read and enjoy. Parents are given the opportunity to see into their children’s daily
activities, to interact with the Facebook page, and to gain new and important information
related to early childhood education. This thesis project documents the development,
implementation, and use of the school’s Facebook page. Parents report that they often
visit the Facebook page and consistently interact with the posts on the page. Many of
those who visit the page are extended families of the children who live both out of state
and out of the country. Teaching staff has become interested in novel activities and
creativity largely as a result of an on-line presence; community involvement has also
been fostered through various posting updates. Implications for other programs are
offered.
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CHAPTER ONE
INTRODUCTION
It takes a village to raise a child. –Nigerian proverb
Statement of Need
Using social media web sites is among the most common activity of today's
society. Any website that allows social interaction is considered a social media site,
including social networking sites such as Facebook, Linkedin, and Twitter. While the
majority of the parents, and staff associated with the preschool use these types of social
media platforms, there was not a solution to the challenges with parent engagement that
needed to be addressed. It was important that a single platform be utilized to address
opportunities for community engagement through raising money for programs, events
and the volunteering of parents. Additionally, to support the staff’s ability to highlight
their individual and collective creativity through the development of the children. Also,
to collaborate on any growth of ideas from the program in collaboration with parents.
Lastly, the expansion of the school’s connections through shared interests to include
others from the community, and foster parent’s understanding of their child’s
development and unique social skills.
Purpose of the Project
The purpose of the project was to somehow address all of these challenges, while
offering a single mode of communication, which would be a great way to reach parents
who are often quite busy, and were not receiving easy access to consistent information. In
addition, the school wanted a way for the extended families of the children who live both
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out of state and out of the country to also be involved. The process, implementation and
outcomes are found within the thesis project, and demonstrate the use of social media in
positive ways to address parent engagement.
NAEYC (2012) discusses the importance of using technology as a tool in order to
make the connection between home and school stronger. The article discusses the
responsibility that early childhood educators have to support parents by providing them
with access to their children’s development and learning (NAEYC, 2012).
Because the need for parent engagement to be more easily accessed and sustained
was important for Rose and Alex Pilibos/Postoian Preschool (herein stated as “the
School”), the implementation of social media platform technology is hypothesized to
provide the opportunity for educators to build and strengthen relationships and maintain
communication with parents as well as share on-line resources with them.
Rationale
An on-line press release released by Facebook shows that about 728 million users
are active on Facebook on any given day ("Facebook reports third," 2013). And a study
done by the Facebook Data Science team dated November 21, 2011 suggests these users,
on average, have 190 friends (Backstrom, 2011). This creates a large network; for
example, if 40 people hit the “like” button on a status, a news article, or a photo, then
according to the average 190 friends that one may have, our school Facebook page is
likely to get scanned by 7600 (190 multiplied by 40) people. The network increases as
each friend has their own network.
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Definition of Terms
Throughout this thesis, various terminology will be used to describe the
communications between home and school via technology. The term social network is
meant to describe a website which is used to for electronic communication. Facebook, in
particular, is a website designed for social media between friends, family, students, and
colleagues. A post is any piece of information, photo, or wordage that is uploaded to the
website and shared with those who visit the page. Parents often click “Like” on a post by
clicking a “thumbs-up” button. Once the button is clicked, the individual’s name shows
as, “_______ likes this” under the post itself. This ensures that any comments on the post
will be announced to all individuals who have clicked like on the post (picture, video,
status, etc.). Additionally, when a parent clicks “Like” everyone in the individual’s friend
list sees what was clicked on. The potential for the exposure is great. Many friends of
parents and caregivers are given the opportunity to see what happens in their loved one’s
classroom.
If a parent clicks like on a post, every one of her friends will see the post on their
newsfeed saying “___ likes (photo, status, etc.).” Also, the parent will receive
notifications if anyone should comment on the post after they have clicked “like.” This
allows for the parent to follow along with any conversations that take place on an item of
their interest. Commenting on a post involves sharing opinions on a public stage. All who
have access to the post will see the comment and, have the option to click “like” on the
comment itself. The individual who posted the comment receives notification that their
comment was “liked.” There may be little said in the form of wordage but there is a
general consensus that there has been communication and that there is a sense of support
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and community. In the culture of Facebook, a “like” is a very strong form of
communicating.
Parents have the option of sharing a post that has been placed on the Facebook
page. Once shared, all of the parent or family member’s network will have access to
seeing the photo/video/etc. They will also be able to comment on the video or click,
“like.” Messaging is an option to send private messages on Facebook. This is an option
for parents who do not want to post publicly.
A Managed Learning Environment is a software system that is configured to help
a facilitator manage the education process. This is in contrast to a virtual learning
environment, where the focus is on the tools used in the process of teaching in an online
setting. A learning platform is an e-learning education system based on the web models
conventional in-person education by providing equivalent virtual access to classes, class
content, tests, homework, grades, assessments, and other external resources such as
academic or museum website links. Messaging consists of sending real-time messages to
another Internet user. On-line communication is any type of communication that takes
place online. NAEYC is the National Association for the Education of Young Children.
Outline of the Thesis
The next chapter will discuss the education literature related to the use of
technology and communication between home and school. There will be sections
discussing the usage of social networking in other school settings as well as trends in
parental use of social networking. The following chapters will delve into the details of
creating and maintaining a Facebook page. Challenges and details will be discussed as
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well as the effects the page has on those involved. Lastly, there will be an overall
discussion about home school communication and it’s “connection” to technology.
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CHAPTER TWO
LITERATURE REVIEW
With more and more parents joining Facebook daily, what is the potential for
bridging school and home in school settings via this kind of social network? In line with
the purpose of this study, this literature review will evaluate the usefulness of Facebook
as a tool for educators in preschool settings. Therefore, this chapter presents information
to support and further explain how Facebook can be used in an educational setting.
The following are studies involving on-line communication as a bridge between
home and school. The first study (Maurizio, Pietro, Balgera, Villamira, & Giuseppe,
2011) outlines the physiological responses and positive feelings that occur while using
Facebook and the tendency for these feelings to bring users back to the site repeatedly.
The next study (Swick, 2003) discusses the goals of empowering communication
between home and school. The literature review includes a study of parental attitudes
toward on-line communication (Walker, Dworkin, and Connell 2011) and another that
compares Facebook versus e-mail (Judd, 2010). Another study examines ways in which
technology can support the relationship between home and school (Grant, 2011). The
next study (Kujath, 2011) covers whether or not computer-mediated communication is
used to develop or maintain relationships, or both. Parental attitudes toward managed
learning environments is also reviewed through the last study (Selwyn et al., 2011).
Lastly, a discussion of NAEYC tips for on-line communication with families is discussed
(NAEYC, 2012).
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Popularity of Facebook as a Communication Method
Facebook has more than 350 million users around the world and is the second
most visited social networking site in the world (Maurizio, Pietro, Balgera, Villamira, &
Giuseppe, 2011). Those between the ages of 35 and 54 have been reported as the fastest
growing section of users over the past few years. The steady rise in Facebook users
includes parents and families (Maurizio et al, 2011). Facebook is used frequently by
societies all over the world and Maurizio et al. (2011) hypothesized this is so because
there is a positive emotional experience attached to its use. Researchers believed that this
experience leads users to revisit Facebook often to reproduce the positive feelings
(Maurizio et al., 2011).
In order to further study this, 30 students from University of Milan and Catholic
University of Milan (IULM) participated in a study of positive feelings related to
revisiting Facebook (Maurizio, 2011, date). Participants were between the ages of 19 and
25. These participants were studied by use of subcutaneous measurements, respiration
monitoring, electroencephalogram, electromyography, and pupil dilation signal
processing to measure biological reactions while using Facebook. Researchers found that
there was, “high positive valence and high arousal, corresponding to a core flow state”
(Maurizio et al., 2001, p.725-726). This type of arousal and state has been found to be a
state of mind that is interpreted by the brain as a reward. Usage of Facebook was found to
induce this state of mind thus encouraging repeated use in order to stimulate the brain
signal (Maurizio et al., 2011). Maurizio et al. (2011) note, “other studies have found
positive correlations between [this state of mind] and quality of life” (p. 724).
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The Importance of Communication between Family, School, and Community
Swick (2003) discusses the emphasis on an empowering style of communication
between families and parents. In discussing the dynamics of such a relationship, Erickson
(2003) argued that, parent, teacher, family, and community relationships are, “best
realized through the use of communication processes that serve to continually renew and
enrich the partners” (as cited in Swick, 2003, p. 275). Additionally, Swick (2003) noted
that communication is successful when, “there is an attitude and reality of help exchange”
(p. 275).
Parental Use of On-line Communication
Walker, Dworkin, and Connell (2011) devised a study aimed at categorizing
parents into distinct categories depending on their usage of technological devices,
frequencies of various activities, and general attitudes towards technology. Additionally,
to determine whether these activities relate to levels of comfort in using technology.
Authors suggest that this information would be valuable in future program design that is
intended to communicate with parents on-line. Recruitment was done on-line on various
e-mail list serves intended to reach various demographics from statewide and national
networks who typically reach out to families with resources on parenting. Data were
collected between May and November of 2010 by way of on-line surveys from 1,653
parents; 86.8% of participants were mothers and 91.8% were biological parents. Most
parents, 73.8%, had two children or more with a range from new born children to adult
children (Walker, Dworkin, & Connell 2011). Participants were asked to identify which
of 14 technological devices they used. 87.2% of respondents reported having a desktop
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computer and 81.7% of respondents reported having a laptop computer. 42.1% of
respondents reported having a smartphone.
They were also asked how much they agreed or disagreed with statements of
attitude toward technology; a Likert scale was used. There were 35.6% of respondents
placed in the Active group (those with the highest scores) while 42.3% of them were in
the Middle of the Road Group (those with mid-level scores). 20.1% were in the limited
group (those with lowest scores). Of these groups, those with the lowest attitudes towards
technology were the overloaded Active users, the connected but hassled Middle of the
Road users, and the infrequent Limited users.
Lastly, participants were asked how often they took part in 21 separate activities
while spending time on line. The most frequent activity was done in the Information
Consumption and Management area. Specifically, reading the news, reading e-mail
newsletters, using online tools, and spending time looking for information (Walker,
Dworkin, & Connell, 2011). Between 25% and 50% in the limited subgroups, 33% to
66% of the middle of the road and 80% to 90% of the active groups reported participating
in the above mentioned qualities either daily or more often than once a day. The second
activity which was participated in most frequently was Communication; specifically
texting and emailing.
More than 90% of all of the groups reported that they sent emails either daily or
more often and networking/connecting with groups was also a significant daily activity.
Almost all active subgroups users (87% or more) used social networks every day; 30% or
more were spending time online commenting on blogs, and 37% were posting
threads/responses to discussion boards. Those in the Limited subgroups reported monthly
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or no connectivity. The single most common reason for non-usage of technology was
“being too busy.” Both the attitudes and comfort level of parents toward technology were
identified as the determining factors of usage.
Facebook versus E-mail
Facebook may encourage parental involvement by requiring that parents first join
an on-line network; the action to join a network can encourage participation (Judd, 2010).
Biomedical undergraduate students participated in a study where their email usage and
social networking between 2005 and 2009 was compared. The setting was a large
computer laboratory. The analysis was based on 5,000 sessions which consisted of studyrelated and personal as well as social activities.
Results showed a rapid upsurge in social networking during the time of the study
(from 3% to 38% of all sessions) with a decrease in the usage of webmail (from 68% to
38%). Additionally, it was demonstrated that e-mail and social networking sites do in fact
serve similar purposes, however; “the context of use for each may be quite
distinct...Social networking sites typically require the creation of a network, or the
incorporation of a user into an existing network before communication can take place”
(Judd, 2010, p. 101).
How Parents Feel About Digital Communication
A study by Grant (2011) aimed at understanding the way technology can support
the relationship between the home and the school. The author noted that, “The
communication and connection between children’s home environments and their schools
is a critical subject to consider if we wish to support children’s learning in the widest
sense” (Grant, 2011, p. 292). Grant (2011) conducted interviews in two separate school
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settings: School A was a large school with high ranking students and School B was a
smaller than average school with students scoring below the average. Two girls and three
boys, ages 11-12, from School A were included in the study as well as one female and
three male teachers. School B included 15 children with equal numbers of boys and girls;
ages 15-16, 12 parent participants; two men and ten women, and six teacher participants;
an equal number of men and women.
Open-ended questions were asked in interviews with participants in order to better
understand the role that educators and parents play in building bridges between the home
and school environments in terms of learning (Grant, 2011). Further, the study aimed to
shed light on how technology could assist in the relationship between home and school in
order to better aid a child’s learning (Grant, 2011). Group interviews were transcribed
and coded. Researchers re-read the data in order to determine whether or not they did or
did not support themes in current literature as well as their initial hypotheses (Grant,
2011). The study found that, overall, “parents, children, and teachers thought that using
digital technologies to communicate between home and school would be a positive
change” (Grant, 2011, p. 296). Parents and teachers were especially hopeful that online
communication would make their communication more efficient and direct (Grant, 2011).
On-line Communication as a Compliment to Face-to-Face Interaction
Kujath (2011) included a non-random sample of 183 self-admitted Facebook
and/or MySpace users. There were approximately the same amount of females and males
in the study. Participants were between the ages were of 16-32 years old, with 91% of the
subjects undergraduate students and 9% graduate students. Kujath (2011) aimed to
determine whether computer-mediated communication (CMC) in the contexts of
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Facebook and MySpace is used to maintain existing relationships or, rather, to create new
relationships, or neither. Kujath (2011) determined that, based on previous literature,
CMC is used to maintain existing relationships rather than form new ones. The study also
aimed to determine whether or not users of Facebook and MySpace used these sites in
place of face-to-face interactions.
Each participant was given a survey and was asked to describe how often they
used these networks to talk to friends online rather than in person. They were asked to
state how many times they used these sites every day, every week, and every month.
They also described how much time they spent on these sites. Participants stated they
used Facebook at an average of 1.2 times daily and spent an average of 31.5 minutes each
time (Kujath, 2011). Respondents reported using Facebook an average of 1.2 times per
day and spending an average of 31.5 minutes each time they use it” (Kujath, 2011, p. 76).
45% tended to speak online rather than in person with their friends never or seldom while
the other 55% did so sometimes or frequently (Kujath, 2011).
They found that, “Respondents tended to use Facebook and MySpace to keep in
touch with people that they already knew, as well as to meet new people that they have
never met before” (Kujath, 2011, p.77). Kujath (2011) suggests that using
Facebook/Myspace as an add-on to face-to-face interaction enables users to strengthen
their friendships and make new friendships they may not have otherwise initiated
(Kujath, 2011).
When used as an addition to in person communication, online communication was
found to help maintain interpersonal relationships (Kujath, 2011). “It is very unusual for
a friendship to exist on Facebook…that has no real life component” (Kujath, 2011, p. 76).
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This may be true because most Facebook relationships, in general, are usually made after
a face-to-face interaction has already taken place (Kujath, 2011, p 76). 72% of
participants reported that they used social networking to talk with people who they
already had a face to face relationship with (Kujath, 2011). It was found that the use of
online networking was usually done as an added bonus rather than a primary
communication method.” Kujath (2011) noted that usage can include the business arena,
social relationships, and familial ties.
Parental Involvement On-line
Selwyn, Banaji, Hadjithoma-Garstka, and Clark (2011) noted that, within the past
ten years, schools have begun using digital technologies in order to support parents in
their desire to know more about their child’s educational experience. Some call these
online spaces “managed learning environments” (Selwyn et al., 2011, p. 315).
Furthermore, they explained:
Schools around the world are now being encouraged to develop and maintain
integrated school-wide ‘Learning Platforms’ (on-line managed learning
environments) to enable all members of the school community to access learning
resources, communicate and collaborate with each other, as well as monitor,
assess, and report on student progress. (Selwyn et al., 2011, p. 315).
These environments are intended to communicate information between families, teachers,
and students.
On-line message boards and other forms of online based messaging are included
and Selwyn et al. (2011) noted that a school’s Learning Platform should allow parents to
be included in all aspects of children’s schooling with the use of technologies thereby
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increasing parental involvement in schools (Selwyn et. al, 2011). Twelve schools in
England including six primary and six secondary with a total of 133 respondents
participated in case studies. “In-depth interviews were conducted with school senior
managers, administrators, and information and communication technology coordinators
involved in the use of the Learning Platform in each school” (Selwyn et. al, 2011, p.
316). In-depth interviews were conducted with classroom teachers to get a perspective of
how they used Learning Platforms in the context of their work. There were 18 parent
interviews and 35 interviews with senior management. Seventeen interviews were
conducted with information and communication technology coordinators and 54 teachers
also participated. There were 9 others including governors, library managers, and
administrators (Selwyn et. al, 2011).
Three additional criteria were used to choose the schools; the use of learning
platforms for the at least one year previous to the commencement of the study, clear
reports of leadership surrounding the usage of the Learning Platforms, and a high rate of
activity on the technologies themselves (Selwyn et. al, 2011). Data was collected in late
2009 and early 2010. The advantages of having a Learning Platform, including the effect
on parental engagement, were the focus of the research (Selwyn et. al, 2011). “Some
schools were…using the Learning Platform to share recordings of school activities with
parents (e.g., class presentations, assemblies, school trips)” (Selwyn et. al, 2011, p. 317).
Many parents described having a positive experience with learning platforms.
One parent said,
It’s lovely- you don’t always get to know what they’ve been up to because they
don’t always tell you in that much detail. And when I looked…this week there
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were some photos on there of some of the work that the children have been doing,
and that’s really nice because as a parent, that’s not normally an insight that you
would get into the classroom is it? (parent-primary school F). (Selwyn et al.,
2011, p. 318-319).
Another parent noted that school websites are not interactive and described it to be “oneway directional” and explained that there isn’t a way to immediately ask questions
(Selwyn et. al, 2011, p. 318-319).
Throughout all the schools in the study, it was shown that parents were given a
chance to support their children’s learning in a way that gave them a new perspective into
the information. Parents then felt more involved in the school life of their child (Selwyn,
et. al, 2011). More specifically, “Many schools were using the Learning Platforms to
publish students’ work – sometimes in the form of scanned documents produced by
students, photos and videos from lessons, or through the replication of lesson plans’”
(Selwyn et. al, 2011, p. 318).
Parental responses appeared mixed; some parents appreciated the access to
resources and the feeling of being more connected while some schools experienced that
staff, students, and managers appreciated the platforms more so than parents. Most
schools linked parental low engagement not with the Learning Platforms themselves but
that parents were generally disconnected from their children’s life in the first place
(Selwyn et. al, 2011).
Additionally, some parents reported feeling that these Learning Platforms did not
allow them to have enhanced communication and information sharing between their
homes and schools. Likewise, some parents reported feeling a sense of frustration
15
because there was not an overall sense of the parent population; there was no way to
interact with other parents or have an idea about who was using the platform. (Selwyn et.
al, 2011).
One parent stated, “It’s a one way directional thing . . . it isn’t a forum, there’s no
two-way communication so you have a way to go back and ask questions. It isn’t quite
the open democracy you want (parent – secondary school P)” (Selwyn et. al, 2011, p.
320). All of the schools were using these Learning Platforms to give parents an
opportunity to support their children in their learning and to ensure that parents were
given a chance to read important information. Also, the aim was to leave parents who
were using the Learning Platform with the feeling that they were involved in their
children’s day-to-day tasks (Selwyn et. al, 2011).
Some parents did value these connections but analysis showed that the Learning
Platforms were serving to regulate parent and student behaviors. Researchers found that
online relationships often mimicked the relationships that schools held with parents
offline. More involved parents often showed high levels of involvement on Learning
Platforms while low levels of involvement were related to those parents who did not have
an established relationship with the school (Selwyn et. al, 2011).
National Recommendations for Technology as a Tool
The National Association for the Education of Young Children (NAEYC)
NAEYC (2012) has set guidelines for the use of technology and young children
(2012). The position paper discusses the responsibility that early childhood educators
have to support parents by providing them with access to their children’s development
and learning (NAEYC, 2012). Technology can provide the opportunity for educators to
16
build and strengthen relationships and maintain communication with parents as well as
share on-line resources with them. Parents are provided photographs and videos to
document and share a child’s learning and accomplishments with families via social
media (NAEYC, 2012).
NAEYC Tips for Online Communication with Families
Moreover, NAEYC (2009) recommends a classroom website where photo stories
are posted in order for families to see what the process of their children’s learning looks
like rather than just their finished project/assignment. Another tip is to create a series of
photos of children engaging in a single task. Additionally, the article recommends
changing the photos as often as possible and showing each child’s work at least once a
month (Mitchell, Foulger, & Wetzel, 2009). The article goes on to say that it is a great
idea to create a place on the site where parents can comment and ask questions as well as
provide feedback. “This is a good strategy for involving families to monitor and comment
on their child’s progress” (Mitchell et al., 2009, p. 47). It is also noted that sharing lists of
upcoming events for the family in the community is beneficial (Mitchell et al., 2009)
Chapter three will outline the origin of the School’s Facebook page. The first
steps and subsequent improvement stages will be discussed next. Community
strengthening and effects on staff, the program, and parents will also be included. The
paper aims to serve as a coherent reflection of the process of developing a presence on
Facebook and the involved processes, steps, and considerations.
17
CHAPTER THREE
PROJECT AUDIENCE AND IMPLEMENTATION FACTORS
This chapter will describe the philosophy of Rose and Alex Pilibos/Postoian
Preschool’s program as well as outline the first steps and beginning phases of developing
a Facebook page for the School. Challenges of maintaining a Facebook page will be
discussed as well as decisions about what content is to be posted. The content
moderator’s responsibilities will be outlined and, lastly, there will be a discussion of the
ways in which Facebook acted as a bridge between home and school via posts on the
School’s Facebook page.
Participants
The School has four classrooms. In each classroom there are three teachers. In
each group, there is one lead teacher and two teachers. The four lead teachers each have a
BA in ECE/CD. Five assistant teachers have AA in ECE/CD. Four other assistant
teachers have 24 plus units in ECE/CD. All of the staff members are multilingual
(English, Arabic, Armenian, Persian, Russian, and French). In each of the groups, there
are three to five year olds and there are 20 children enrolled in each room. In the two to
three year-old group, there are 15 children enrolled. One teacher manages the Facebook
page and I am the director of the preschool.
History
Rose and Alex Pilibos Armenian School was founded by Alex and Rose Pilibos in
1969. This school was first known as Hollywood Armenian School and is a K-12 school.
In 1970, a pre-kindergarten class was added. In 1990, Mary Postoian a member of
18
Armenian Relief Society “MAYR” chapter, left funds in her will to be donated to the
Alex Pilibos preschool. It was renamed Rose and Alex Pilibos Armenian School “Mayr”
chapter Mary Postoian Preschool. Rose and Alex Pilibos Mary Postoian Armenian
School is governed by the Board of Regents of Armenian Schools. It is licensed by the
state of California. On September 1, 2000, Rose and Alex Pilibos/Postoian preschool
earned accreditation from the National Association for the Education of Young children
(NAEYC)- the nation’s leading organization of early childhood professionals. Receiving
accreditation means that Pilibos Preschool is considered to be in the top 10% of
preschools nationwide.
In March of 2005, Rose and Alex Pilibos preschool has partnered with the Los
Angeles Universal preschool program, to provide free high quality early care and
education for all of four year old students for four hours a day. In November of 2011,
Rose and Alex Pilibos Preschool became one of Frank Lanterman Regional center’s sites
to provide extra assistance for children with speech challenges. For the past several years,
Rose and Alex Pilibos Armenian preschool collaborates with the California Early
childhood Education Mentor program; to inspire and train college student teachers, help
the quality of the ECE field, and share wisdom, experience and education with them. For
over 42 years Pilibos, Postoian preschool has nurtured generations of 2-3, and 4- yearolds in a high-quality learning environment that has made it a source of great pride for the
community.
Program Philosophy
The School personnel maintain the philosophy that the years of early childhood
are the most critical in the lives of children. It is our belief that the experiences children
19
have greatly affect their later development and behavior. Children are viewed as
individuals who deserve to be respected and appreciated for their own unique
characteristics. Young children develop optimally when they experience warmth, security
and empowerment while learning. The goal is to promote learning by interacting with the
environment in a “hands-on” fashion. The curriculum strives to be developmentally
appropriate and is designed in such a way as to provide children with classroom and
playground learning experiences. Activities are intended to provide children with
academic and social skills, which are essential for their later success (“Curriculum,” n.d.).
With an emphasis on the learning environment, the four developmental learning
domains: cognitive development, social development, physical development, and
language development are overtly promoted. In language arts, children acquire prereading skills both in Armenian and English languages. In cognitive skills, children
acquire concepts in mathematics, science, social studies, health and other academic areas.
In aesthetic skills, children have daily opportunities for aesthetic expression and
appreciation through art and music. In social skills, children are provided many
opportunities to develop social skills such as cooperating, helping and negotiating. In
gross motor skills, children have daily opportunities to use large muscles by running,
jumping and balancing.
The School is the first Armenian center for early childhood education to be
funded by Los Angeles Universal Preschool, the highest distinction granted in Los
Angeles County. Located in the Little Armenia district of Los Angeles, for over 40 years
Pilibos has sought to nurture generations of 2-3, and 4-year-olds in a high-quality
20
learning environment, accredited by the NAEYC, that has made it a source of great pride
for the community.
Procedure
This thesis project will outline the origin of the School Facebook page. The first
steps and subsequent improvement stages will be discussed next. Community
strengthening and effects on staff, the program, and parents will also be included. This
includes a coherent reflection of the process of developing a presence on Facebook and
the involved processes, steps, and considerations.
Over the years, the staff at the School has made a continuous effort to evolve as
the methods for home-school communication have changed. Starting with use of the US
postal service, when we mailed copies of newsletters and other information, but later
moving to electronic mail as virtual platforms began to take on more superiority. As of
late, social networking has become increasingly popular with parents and families. As the
Director of the School, I have personally noticed how involved parents are in social
networking sites. In the Armenian culture, it is often that various members of one family
are likely to live in several places all around the world. Social networking sites appear to
appeal to the Armenian culture because they allow all family members to access
information in one space. We decided to use Facebook to connect with families as we
began to take into consideration the frequency with which parents use social networking.
First Steps
There were many decisions that had to be made before we posted our first page.
What could we post as a school? Whose pictures could we post? Did we want the public
21
to have the opportunity to comment and ask questions? How would this help our school
and what were the liabilities involved in opening ourselves to the public? After asking
parents for their written consent (Appendix A) to post information regarding their
children, we began to brainstorm about what we would post. We decided to post
information that would either keep parents updated about the activities taking place in our
classrooms or information that would help parents at home. We began to take photo
stories of activities from beginning to end and we also videotaped special events on site.
An important goal was to have families to feel welcome in communicating with us. An
important goals was to encourage parents to provide feedback and suggestions. In order
to achieve this, we often posted information that would elicit parent responses to us in
person or on the page.
It soon became apparent that one person should oversee the everyday tasks
involved with maintaining a social networking presence. Keeping the information up to
date and putting up posts that would appeal to our parents and community was highly
valued. It was important to represent our school in a professional manner. At first, the
school secretary was appointed as the moderator for the page. Soon, within a month, I
decided that it would be best if there was someone in the classroom setting who would
take on the responsibility. After two meetings with staff regarding the idea, we set up a
media communications leader in order to monitor what was being published on behalf of
our school and organization. This leader was chosen using specific criteria; a staff
member involved in the everyday happenings of the preschool, an individual familiar
with social media and technology, and someone willing to take on an additional
responsibility for two hours a day paid at $400/month.
22
Our goal was to bring the child, family, and community together in one place
where information and ideas could be shared. Connecting with parents; to keep them
informed of their child’s daily life in school and to reach out to. We wanted to connect
with grandparents, aunts, and uncles from around the world. In this way, the extended
family could be involved in the child’s life in a way that had not been previously
possible.
Beginning Phase
Teachers soon began making suggestions about what to include on Facebook. It
appeared that having a Facebook page was a source of inspiration for the teachers. Table
1 is a comprehensive list of posts on the Facebook page.
Table 3.1
List of Posts
Topic
Culture
Post
October is an “Armenian Cultural Month” in our
preschool. We have planned variety of exciting events
for our students to enhance their knowledge of the
Armenian Culture and its traditions. What do you do at
home to keep our culture and traditions? Please share it
with us. :)
In celebrating Armenian culture and heritage month our
preschoolers are being introduced to traditional musical
instruments by Mr. Mamikon, to better their
understanding of how instruments are made, what they
sound like and how we feel when we hear it. Each week
a new instrument is introduced (Link to school video).
23
Family Friendly
Here is something exciting we want to share with you.
Events/Locations/Activities Did you know? (Link to “Kids Free in San Diego all
October Long”).
We realize how difficult it is sometimes to find
affordable and age appropriate places to take your
children, we hope this can help you plan ahead (Link to
“Top Ten Free Days at Museums”).
Need an idea for Father’s Day? (Link to “redtri.com”)
Here is a fun family hiking adventure idea (Link to
“redtri.com”).
Here are some fun and free family weekend ideas! (Link
to “laparent.com”).
Trying out a few of these toys can help solve an age old
problem many parents face (Link to “Trash to Toyslivewellnetwork.com”).
Huntington gardens is a great place to relax, explore and
learn. Added to your "places to visit with children" list
(Link to Huntington.org).
Link to pershingsquare (laparks.org).
Information for Parents
(Links)
Along with the beautiful fall season come the not so
beautiful viruses. Here is an article that may help you
become more aware and prepared (Link to “Flu in
Children”).
Did you know that children and adults who speak a
second language have an advantage in their ability to
think flexibly?
Article from NAEYC (Link to “Listen, Talk, AnswerSupport Your Child’s Learning”).
Link to YouTube Video “Quality Preschool: An
Investment in the Future.”
Your children are precious and the most important
person in your life, therefore you should be proud that
24
you made the right decision by choosing Pilibos
Preschool. You have chosen a center that has been
NAEYS accredited for over 13 years :) (Link to
“NAEYC Accreditation- The Right Choice for Kids”
video).
“Adjusting to Preschool and Overcoming Separation
Anxiety” (Link to scholastic.com).
Photo of “LAUP Free Pre-K Program” information.
NAEYC Article for “Play and Children’s Learning”
(Link to naeyc.org).
Article for “Insect Repellent for Children” (Link to
pediatrics.about.com).
How can we slow down and enjoy our lives? (Link to
“Balancing Your Life on Living Smart with Patricia
Gras” video).
How to Spend More Quality Time With Your Child
(Link to parents.com).
Link to “Dr. Bruce Perry Childhood Development on
Living Smart with Patricia Gras.”
Have a fun, safe and Happy Halloween! (Link to
cdc.gov).
The LAVC Family Resource Center & LAUP invite you
to “Touchpoints: Stresses & Supports For Families” Dr.
T. Berry Brazelton and Dr. Joshua Sparrow Saturday,
November 10, 2012 Los Angeles Valley College,
Monarch Hall 9:00 am - 9:30 am Doors Open in
Monarch Hall 9:30 am - 11:30 am Workshop
Presentation 11:30 am - 12:00 pm Book Signing (Books
available for purchase on-site) General admission is $10.
Tickets required for entry. Tickets and more info
available at
http://touchpointscommunityevent.eventbrite.com/
Adults only. No children will be admitted. For more
information about Touchpoints, visit them on the web at
http://www.brazeltontouchpoints.org/ For registration
information contact Tania at (818) 778-5612 or
[email protected] (Link to “Touchpoints Community
25
Workshop: Stresses and Supports for Families with Dr.
T. Brazelton.”
Photos/ Photo Albums
Fall is here! Our preschoolers are enjoying the cool
weather and they are learning about the process of the
leaves changing colors.
Today, our Butterfly 2 friends explored the apple seeds
and apple skin through microscope, tasted the different
apples and made an apple sauce in class. At the end of
the day they planted the apple seeds in our playground.
In the process of learning more about apples our
Butterfly 1 friends made “apple sauce” and “apple pie”
in their classroom. Yammmm.
Today we had a wonderful visit from
His Eminence Arch Bishop Moushegh Mardirossian
Prelate Western Prelacy.
Our Butterfly I is enjoying their outdoor time.
Cover-photo.
Photos of teachers for Teacher Appreciation Week.
From our Pilibos Preschool Family, We wish you a very
Merry Christmas and a very Happy New Year. May
2013 bring you and your family health, prosperity, love
and laughter. Happy Holidays (Photo of teachers and
staff).
Today our preschoolers had an educational visit from
Detective John Hovanissian. Detective Hovanissian
discussed many important issues with all of our students.
Topics were, to trust the officers, stay in car sits buckled
up, not to open the house door alone, hold the hand of
the adult when shopping, when is the right time to call
911 and much more. Let us know what you think.
Our Pre-k Butterfly 2 students visited Kids Dental Kare
today and learned about the importance of keeping their
teeth clean and the proper way to brush.
Photos of Armenian folk dancer.
Photos of baking in class.
26
Ideas to Supplement
Learning at Home
We have been learning about apple orchards in our
classrooms. This weekend it would be fun to visit Los
Rios Rancho, where the children will have a chance to
pick apples and see how the leaves change color. Please
share your experience with us (Link to
“losriosrancho.com”).
Do you need help finding books that fits our theme? We
hope this helps (Link to “Insects and Bugs: Everything
You Need scholastic.com”).
Saturday, April 27, and Sunday, April 28, 10:00 am to
5:00 pm - Join Kidspace for its 17th Annual Grand
Butterfly Release (Link to “kidspacemusem.com”).
We are so glad to hear that some of our students took a
trip to the Critter section at the museum. They saw all
kinds of insects and even made a butterfly puzzle and a
paper ladybug (Photos).
Spring is here! That means insects and planting will be
our next journey. Here is an idea for family weekend fun
(Link to nhm.org).
Please make sure to talk to your children about the
experience they head with the farm animals. Plan ahead!
here is an idea for a family weekend trip (Link to
underwoodfamilyfarms.com).
In school we are learning about the solar system, planets,
space shuttles and astronauts. If you get the opportunity
take a family trip to the California Science Center.
Children will relate what they learned in school to real
life objects, like seeing the space shuttle Endeavour up
close. Please take pictures and share your experience
with us (Link to californiasciencecenter.org).
School Videos
Visit from His Eminence Arch Bishop Moushegh
Mardirossian Prelate Western Prelacy to Pilibos
Preschool.
Farm animal visit video.
27
From all of us at Pilibos Preschool we wish you and your
family a very happy Easter!
Happy Valentine’s Day from our Caterpillar group. ♥
Our Pre-k Butterfly 2 students visited Kids Dental Kare
today and learned about the importance of keeping their
teeth clean and the proper way to brush.
Encouraging Two-Way
Communication
It's Testimonial Friday! We want to hear from you.
The page is yours....
We would like to thank all of our parents who joined us
on our “Back to School Night” Your participation and
support is always very important to us.
If you would like to share your favorite dairy recipes
with your child’s class, please talk to the teachers.
Administrative
Announcement
Dear parents we would like to inform you that tomorrow
September 6th Kenmore Street would be under
construction. It will be CLOSED from 6:00am to
6:00pm.
Friendly reminder that tomorrow September 4 @ 6:00 is
our Back to school night. We hope to see you all.
We’re back!!!!! Hope everyone had a wonderful summer
vacation with their families. Our teachers are excited and
can’t wait to meet their new students. We are all looking
forward to a great school year.
Save the date! June 14th is “daddy & me.”
June 8th is the CPR training. If you signed up, please be
at Pilibos Preschool 8:00am (Photo of information).
June 3rd our Pre-K groups will be taking a trip to the
aquarium of the pacific. Please make sure to return the
permission forms by Friday May 31st. If possible we
encourage all of our parents to chaperon (Link to
“aquariumofthepacific.org”).
28
Calling all moms! Calling all moms! Stop by the office
and reserve your Mother’s Day tickets. There will be lots
of pleasant surprises, you can’t miss this event.
Photo for CPR training information.
Did you buy your "Mother’s Day" ticket?
Reminder!!! Friday April 19th will be a minimum day;
school will end at 11:15. No extended care. There is NO
SCHOOL for the Pre-k Butterfly I am and pm.
Save the date! Mother’s Day Brunch Friday, May 10
2013.
Rose and Alex Pilibos Preschool Fund Raising Event.
We are so excited and proud to announce that we are
growing and have expended our establishment. You are
all cordially invited to celebrate with us and see all the
exciting opportunities we provide for the children,
families and our community. Join us this Sunday
February 10 from 1:00 to 3:00 at Rose and Alex Pilibos
Preschool.
Hello, We would like to thank the parents who volunteer
in our classrooms; they enhance our lessons with their
talents and time. If you have a special idea or would like
to volunteer in our school or classrooms please talk to
the teachers or the office. Hope to hear from you soon!!
The school has reserved additional parking for today’s
special event. You can park your car at the Church of
Jesus Christ 1552 N. Normandie Ave. (ENTRANCE IS
ON MARIPOSA IN BACK OF OUR SCHOOL.) The
parking will be open from 2:00 to 8:00 pm.
Harvest Fair Announcement.
Hello! Just a friendly reminder October 11 is picture day.
Please come to school in your uniform and be ready to
say cheese. :)
Announcements
Happy Teacher Appreciation Week to our Amazing
Teachers!
29
Happy Teacher Appreciation Week to Our Amazing
Teachers (Link to video).
Promoting International
Involvement
We are trying something new this year in our preschool.
The” End of the Year Celebration” is going to be
broadcasted live on the internet. If you have grandparents
that can’t come or loved once in other countries they can
watch your kids on-line. Cool right? There is nothing on
it now but on June 20 @ 6:00 they can go
tohttp://www.justin.tv/ausamediaportal and watch all the
fun live.
Political
“Rally for Armenia” photo with information.
One teacher stated that she felt that the activities would be seen worldwide and
decided to record videos of the children for various holidays. On Valentine’s Day, the
children in one of our classrooms sang a song for their families. The video was recorded
and placed on Facebook for all family and friends to see (Figure 3.1). Photos and
contents of the Facebook page are considered public domain and all children and families
have signed a release form allowing photos and postings to be included in the thesis.
Figure 3.1. Picture of Video Post of Children Singing Valentine’s Day Song
30
International Attention
We noticed that we were receiving comments from outside of the U.S. when the
context of the comments showed that the individual was not living in the United States.
After realizing that we had one visitor that was from another country, we checked the
backend of the page and saw that we had several visitors from around the world checking
in. In the Armenian culture, extended family and friends often feel much like immediate
family and presume that they are welcome and appreciated in an Armenian community.
31
Acknowledging Challenges
One challenge of having a Facebook page is time management. The page is open
to the public which requires that the director and the appointed teacher often check into
the website to make sure solicitors and unwanted comments are removed promptly. This
can cut into time after work hours. Also, the moderator of the page must check photos
and videos to make sure that only those children whose parents have signed consent
forms have their photos posted.
We had decided from the start that we would not be politically affiliated with any
group unless the group supported early childhood centers. In one case, a protest that was
to happen in the community named, “Rally for Armenia.” The board of Armenian
schools requested that we post information about the rally on our Facebook page.
Although I was opposed to the idea of including politics into the site, I obliged as I was
held responsible to do so. There is a cultural responsibility assumed in my position that
warrants me to use my platform to assist my community in advancing, if possible and
practical. In this instance, although I felt that it did not fulfill the criteria we wanted to
meet on our site, I did not feel that it was a harmful post to support and decided to move
ahead with promoting the rally on our page (Figure 3.2).
32
Figure 3.2. Picture of Rally Post
Lastly, by opening up our school to the public, we have also opened ourselves up
for criticism. While we have not yet received any negative statements, it is always a
possibility. We realize we have exposed our program publically and thus others may
make judgments about our curriculum and classroom settings. Although this could be a
potential negative, it could also be of value if other schools do the same and if you can
ultimately share resources or conduct research on the families who benefit from the
communication.
33
Decisions on Content to Post
Pictures. Once pictures were posted, our Facebook page hit its highest spike.
Over 100 hundred parents logged in to see these pictures. This was a clear indicator that
parents were interested in seeing these posts on Facebook. From that moment on, we
recognized that Facebook was an excellent opportunity for our school to connect with
families and share information rapidly. We also came to the conclusion that if our school
was consistent in keeping the information updated and accurate, families would likely
come to rely on our Facebook page as a resource to find information about what is going
on at the school and in early childhood education. Through our Facebook page, we bring
families, grandparents, aunts and uncles together from all around the world. They can
now log in and see their loved one in school and share the joy and become a bigger part
of their life.
For your information. We post educational videos, pictures, research articles,
and ways in which parents can help their children expand their knowledge. We chose to
incorporate videos on our Facebook page. These often include special events that take
place in the classroom like Armenian folk singers, police officer visits, and the children
singing. Parents are then able to watch while at work or home. Special events such as
farm animal visits, baking in class, and egg dying during Easter are often photographed
and shared in separate albums.
Research articles that are posted are carefully chosen to be both informative and
easy to read. We often post information about how parents can assist their children in
sleeping, eating, and other various tasks from on-line educational magazines and on-line
34
articles. We also have decided to post information about how parents can supplement
their children’s learning by taking them to various events and locations.
Reminders and other messages. Many administrative messages are often posted
to reach out to parents. Reminders for parents to know when school is closed, when
picture day is, and what day field trips are to occur. We are also able to post information
asking parents to let the school know if they would like to visit or volunteer in a
classroom.
The first thing Facebook required was to create and maintain a profile, which was
used to inform the public about our school’s philosophy and curriculum (Figure 3.3).
Figure 3.3. Picture of About Our School and Basic Information
35
We started promoting our page to our parents in our monthly newsletters and
calendars. We recognized that Facebook was an excellent opportunity for our school to
connect with families and share information rapidly. We also came to the conclusion that
if our school was consistent in keeping the information updated and accurate, families
would likely come to rely on our Facebook page as a resource to find information about
what is going on at the school and in early childhood education. In other words, the
parents would not only find out information about the school and their children’s
experiences there, they would have a two-way communication tool to learn more, ask
questions, and provide comments (Figure 3.4 and 3.5).
36
Figure 3.4. Picture of Profile
Figure 3.5. Picture of Facebook Page
37
Originally developed to improve communication with families of the children at
the school, the Facebook page soon became a regular for grandparents, aunts and uncles
together from many parts of the world, as mentioned earlier. They can now log in and see
their loved one in school and share the joy and become a bigger part of their life. We post
educational videos, pictures, research articles, and ways in which parents can help their
38
children expand their knowledge. We chose to incorporate videos on our Facebook page.
These often include special events that take place in the classroom; Armenian folk
singers, and police officer visits (Figures 3.6 and 3.7).
Figure 3.6. Picture of Photo Post of Armenian Dancer
39
Figure 3.7. Picture of Video Post of Detective Visit
Parents are then able to watch while at work or home. Special events such as farm animal
visits (Figure 3.8) and baking in class (Figure 3.9) are often photographed and shared in
separate albums.
Figure 3.8. Picture of Photo Album Post of Farm Animals
40
Figure 3.9. Picture of Post of Baking in Class
41
Research articles are carefully chosen to be both informative and easy to read. We
have posted information about how parents can assist their children in sleeping (Figure
3.10).
Figure 3.10. Picture of Post to Help with Bedtime
42
We also have decided to post information about how parents can supplement their
children’s learning by taking them to various events and locations (Figure 3.11 and 3.12).
Figure 3.11. Picture of Post of Huntington Gardens Information
Figure 3.12. Picture of Post of Griffith Observatory Information
43
Many administrative messages are also posted on Facebook to reach out to
parents. We often post reminders for parents to know when school is closed (Figure
3.13), when picture day is (Figure 3.14) and what day field trips are to occur (Figure
3.15). We are also able to post information asking parents to let the school know if they
would like to visit or volunteer in a classroom (Figure 3.16).
Figure 3.13. Picture of Reminder Post
Figure 3.14. Picture of Picture Day Post
44
Figure 3.15. Picture of Aquarium of the Pacific Post
Figure 3.16. Picture of Volunteer Post
Content Moderator
One person is appointed to be the moderator of the posts. This is a teacher who
spends time updating the content of the website and commits ten hours a week to
researching various informative articles and videos for parents to help assist them in early
childhood education issues and topics. At the end of some posts, the moderator (the
individual who is paid to post on Facebook) asks parents to leave feedback or thoughts on
45
the topic if they so choose. This is also the individual responsible for quality control on
resources posted. As the director of the Preschool, I often (bi-weekly) follow up to ensure
that sources are of the highest quality.
This content moderator is responsible to brainstorm new ways to engage parents
and to help create a bridge between home and school. Originally, the teacher was not
given this responsibility and all involved were to offer ideas but we soon realized that
while it was helpful for others to provide input, the teacher responsible for the page
should often think of ways to improve the process in which content is posted, what
content is posted, and how to engage parents best.
Building Bridges Between Home and School: Communication with Families
As NAEYC accreditation criteria states, teachers should communicate with family
members on regular basis in order to have a smooth transition between the program and
the home (NAEYC, 2013). Our Facebook page helps encourage collaboration between
family and school by asking that parents supplement learning at home. The moderator
lists events and places that the family can go to in order to further the child’s learning.
For example, one of our posts reads as follows, “In school, we are learning about the
solar system, planets, space shuttles and astronauts. If you get the opportunity, take a
family trip to the California Science Center” (Figure 3.17).
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Figure 3.17. Picture of California Science Center Post
Children will relate what they have learned in school to real life objects, such as seeing
the space shuttle, Endeavour, up close. Please take pictures and share your experience
with us.” The moderator attached a link to the California Science Center. Then, parents
shared the photos they took on their trips and the moderator posted them on our page
where other parents and family members could see and comment (Figure 3.18 and 3.19).
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Figure 3.18. Picture of Album Post of California Science Center
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Figure 3.19. Picture of Another Album Post of California Science Center
The moderator posts ideas of what parents can do with their children on days
when the school is closed for holidays. For example, we have posted a link to
RedTricycle.com which lists resources for craft and project ideas that the whole family
can become involved in (Figure 3.20).
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Figure 3.20. Picture of Red Tricycle Post
The site also has a section for local events that are family friendly. Also, a link to
Pershing Square is shared with parents for weekend trips and activities during longer
breaks from school (Figure 3.21).
Figure 3.21. Picture of Pershing Square Post
NAEYC requests that staff use a selection of tools in order to stimulate dialogue
with families (NAEYC, 2013). Facebook allows our preschool to share information on
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the latest research in child development with parents. For example, we have posted a
video titled “Touchpoints Community Workshop: Stress and Supports for Families with
Dr. T. Berry Brazelton and Dr. Joshua Sparrow at Los Angeles Valley college Family
Resource Center” (Figure 3.22).
Figure 3.22. Picture of Touchpoints Post
Additionally, we have posted a video titled, “Dr. Bruce Perry, Childhood
Development on Living Smart with Patricia Gras” (Figure 3.23).
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Figure 3.23. Picture of Living Smart Post
We also have posted a video titled, “Balancing Your Life: On Living Smart with
Patricia Gras” (Figure 3.24).
Figure 3.24. Picture of Balancing Your Life Post
These have received much attention from the parents as they have come to trust
our page for high quality information and resources.
NAEYC Guidelines
As NAEYC guidelines specify, teachers are asked to work as partners with
families in order to have regular and maintained two way communication (NAEYC,
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2013). We often invite parents to volunteer in our classrooms and encourage them to talk
to the school office or a teacher if they would like to participate. They are able to see
what the children do in class via the many Facebook albums demonstrating class
activities and can choose to be a part of future in class projects. We recorded an event in
one of our classrooms where a police officer, Detective John Hovanissian, came and
spoke with the children about safety in the home and while out with caregivers and
parents. He also discussed proper usage of 911, trusting police officers, and usage of
seatbelts while in vehicles. We posted the video and let parents know that safety was
being covered in our school. This allowed them to choose whether or not they wanted to
discuss these issues with their children to further instill the information they had learned.
It also gave them guidance on how to approach these difficult topics in a child friendly
manner. Similarly, we posted a video of the children on a field trip to the dentists’ office
where they learned how to properly brush their teeth (Figure 3.25).
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Figure 3.25. Picture of Video of Dentist Visit Post
We have shared information on how parents can play games with their children at
home with recycled materials (Figure 3.26).
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Figure 3.26. Picture of Homemade Games Post
And, we have posted a link to familyfun.go.com where parents can get ideas
about how to make various Christmas cookies and treats with their children (Figure 3.27).
Figure 3.27. Picture of Christmas Cookies Post
Lastly, we have posted a link to “Top 10 shows for Preschoolers” at
kidstvmovies.about.com (Figure 3.28).
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Figure 3.28. Picture of Top 10 Shows Post
Sharing Information
We have posted tips for parents on the importance of physical activity for
children, “Physical Activity and Children heart.org” (Figure 3.29).
Figure 3.29. Picture of Physical Activity Post
Additionally, we have posted an article from Parents.com titled, “How to spend more
quality time with your child” (Figure 3.30).
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Figure 3.30. Picture of How to Spend Quality Time Post
Parents have, upon picking up their children, have thanked our teachers for reaching out
to them through Facebook.
We believe that children learn both in the classroom and while out in the world.
Therefore, we posted a link to the Getty which, at the time, had a hands-on interactive
gallery for children (Figure 3.31).
Figure 3.31. Picture of Family Room Post
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When our school heard about the first Armenian Android Application for kids which
teaches children ages 3-5 the Armenian alphabet, we provided a link to Masispost.com
where they could receive more information about the app in the event that they want to
assist their children in learning the alphabet via technology (Figure 3.32).
Figure 3.32. Picture of Android Game Post
We also regularly post reminders for events such as our Harvest Fair and
fundraisers (Figure 3.33 and 3.34).
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Figure 3.33. Picture of Harvest Fair Post
Figure 3.34. Picture of Fundraising Post
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CHAPTER FOUR
RESULTS
Effects of Having a Facebook Page
Owning and maintaining a Facebook page has had various effects on the staff at
the School, as well as on parents and on the program itself. The following sections will
describe the ways in which the staff responded to the Facebook page. Additionally, the
effects on the program will be presented. Lastly, the ways in which parental involvement
has increased will be discussed.
Parent Questionnaires
As an NAEYC accredited center, we believe that our parent needs to have a voice
in the education of their children. Questionnaires were mailed to parents in order to
assess how many of our parents were friends with us on Facebook, how many liked our
page, how often parents visited our Facebook page, and whether or not any of their
family friends or relatives liked or visited their Facebook page (Appendix B). We also
included a comments/suggestions section. Parents returned the questionnaires (of a
possible 115, 92 responded, representing an 80% response rate).
All but 10 parents stated that they were friends with us and had clicked, “like” on
Facebook. Further, 65% of parents checked off that they either visited our page “several
times a day” or “once a day.” About 60% of our parents stated that their friends and
family often either visited our page or had already clicked “like.”
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Several parents left various comments in our “comments/suggestions” stating,
“Please keep posting the videos!” And, “I enjoy looking through the albums where the
children are completing art projects in class!” One parent wrote, “Thank you for
consistently updating us on what goes on in the classroom! We rarely get a chance to see
what happens with our children once we drop them off. This is fabulous!” Parents also
commented that their relatives from out of the country were delighted to see what the
children of the family were up to while at school. One parent wrote, “In our busy home,
we rarely take videos. The videos you have taken and posted are shared with our family
abroad. We are very grateful.”
With so many parents leading busy lives we believe that we have to make
appropriate changes to meet the needs of the modern day family. We have to do our part
to keep parents informed and connected. We consistently look for better ways to connect
with our parents and community with the emphasis on “children come first.”
Location and Data on Users
Our data and information on location of users show that there are many family
members abroad who log onto our Facebook page. While the U.S. comes in first for most
users, Armenia and Lebanon are also high on the list. Additionally, data shows that there
are many people who check in with our page from various states as well as various
countries (Figures 4.1, 4.2, and 4.3)
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Figure 4.1. Picture of User Demographic Post
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Figure 4.2. Picture of Site Usage Post
Figure 4.3 Picture of Site Visit Post
Effects on Staff
Staff became more efficient in keeping track of activities done in class because of
the responsibility to post on Facebook. Posting information, photos, and videos seemed to
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keep staff accountable to document class events, activities, demonstrations, etc. Staff
often commented that Facebook helped keep them inspired to come up with new material
for their classroom curriculums. One of our teachers commented, “It is exciting to have a
place to share some of the unique projects I lead in class! It feels different to share the
actual photos rather than just talk about it.” Our moderator stated, “I feel like this
motivates everyone to do their very best because there is a place where they can take
great pride in their work, outside of work.” Parents often ask us to “keep sharing” photos
and information.
Effects on the Program
The program was affected by the fact that parents began to take the activities done
in class and reinforce them by doing similar activities at home or, elaborating on
activities. Parent participation increased due to parents seeing that others were
participating on Facebook via photos. Parents would often discuss their trips with their
children and motivate other parents to also take their children to similar outings. Bridges
were built and reinforced between home, school, and community. Teachers often make it
a point to remember that all of their classroom activities can be posted on-line, this has
seemingly increased creativity with activities as well as a more concentrated effort to
come up with new and innovative classroom ideas.
How Facebook Assisted in Community Building
We were able to invite those who live outside of the United States to watch our
End of the Year Celebration via justintv.com (Figure 4.4).
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Figure 4.4 Picture of End of Year Celebration Post
This is a link that parents can click on in order to watch our celebration via their
computers/laptops. Families were not able to attend were able to tune in and those outside
the country, including extended family, had an opportunity to join our festivities
virtually.
We believe that parents and children should have resources for books in both
English and Armenian. We have posted information about a local Armenian bookstore
named Abril Bookstore and have provided the link to visit the store on-line (Figure 4.5).
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Figure 4.5. Picture of Abril Bookstore Post
This supports both our parents and our fellow Armenian bookstore in our
community. This helps promote an understanding of Armenian culture.
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CHAPTER FIVE
DISCUSSION
With the use of technology on the rise, it has been deemed important for our
school to have an on-line presence; one in which parents can interact with the moderator
of the posts as well as with other parents on our Facebook page. Our Facebook page
provides parents with information, tips, important administrative reminders, and other
pieces of information that are useful to families.
The School’s Facebook page proved to be extremely beneficial in creating a new
way to communicate with parents and connect with the extended families all around the
world. It provided a way to share what the children were learning in class via photos and
stories. It also served as a place to document the daily happenings of the preschool.
NAEYC suggests that staff use various avenues in order to ensure they are promoting
dialogue with families of students (NAEYC, 2013) and our page ensured that we met this
standard.
Personal Thoughts on Benefits of Facebook page
As the Director of the school, I was motivated to have a resource where parents
can connect with the lessons the children learned in class and extend them past the school
day. The resources available for parents help them to add to and reinstate school lessons.
This helps the children are receiving the most from their education: if they are then able
to go home and share about as well as learn about the topics covered in class. Parents can
‘see’ what their children are learning and ideally map lessons learned in class to other
settings and environments. It provides a way for enriched learning both inside the
classroom and beyond. We have received inquiries from schools abroad in Armenia
asking for advice and conversation about various curriculums and teaching styles.
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When the children go home to families who have seen what they have been doing
throughout the day, then parents have enriched opportunities for even more dialogue.
Children may also feel that their parents check in with what they are doing at school and
feel like their day to day activities matter to their family members. Children no longer
need to wish that their parents could have seen the visitors that came to class or the
interesting activities they took part in. The page allows families to sit at their computers
or other devices and review the day, week, or month with their child.
In addition, it is highly possible that the children too may have a chance to look at
the Facebook page with their families. This would be a useful way for children to review
their activities at school or elaborate a story about special events.
The Facebook page has prompted a boom in staff wanting to showcase their talents
and skills. I have observed that the staff seem dedicated to teaching the children new
information in novel and interesting ways. They receive recognition from the community
and family members for their hard work. There is visibility between home and school in a
way that wasn’t previously there. It appears that teachers are excited to plan activities that
will then be shared more than ever. The School posts on various holidays where the
children are directly singing or sending a message home to their parents are very popular.
The postings of the children’s videos are a surprise for parents throughout their day at
home or work and the parents have been quick to share their appreciation of this.
The social media method of communication in which preschool administration
and faculty can get feedback from families on posted materials has proven very useful.
In-person conversations are often quick because of parents busy schedules, but Facebook
gives parents an opportunity to check in and out of a conversation as their schedule
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allows. This gives parents regular access and a means for asking questions. Also, parents
who may feel discouraged to come in to the school in person for of any reason can
always sit at their laptop, computer, or smart-phone and have a personal conversation
through technology. The page is always accessible and the information does not fall at
the bottom of an e-mail inbox or become a hard-copy that is shoved into a child’s cubby.
Through the page, families were informed about events in the preschool and in the
community in a way in which ensured that they could respond immediately or inquire
further via a few clicks.
The Facebook page though not intended to be a political forum, nevertheless did
allow us to promote educational resources about different bills and proposition that
benefit early care and education. Parents are often curious about current legislation but do
not have the resources or time to research them themselves. Having these links on the
School’s page gives parents a way to access information from a trusted source. In this
way, parents could be advocates for quality care and education as well as become
informed of culturally-relevant events in the community to reinforce the home language
and culture. In addition, we valued nutrition and family-related issues via posting articles
and videos where professional discuss various topics. The page moderator often found
current videos and articles from professionals in the field to share health-based
information with parents.
I also feel that the School’s Facebook page acts as a good model for other centers
or family child care owners to take similar steps. If and when other schools follow in
similar footsteps, the collaboration will be one in which, together, we can give the best
for children and their families. Besides building home and school communication, the
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School’s Facebook page has also reached community members who did not have a
personal tie to our center. Through the page, they saw what a high quality early child care
center will look like. Through the posted materials, they saw what was going on inside
the classrooms. Community members were given the chance to see that the preschool
doesn’t act as a babysitting center. It shows on our page that the School is a place where
kids and adults learn from one another, a place where there is much emphasis placed on
how to make changes in our world through teaching children, families and our
community.
Moreover, I particularly like that the School posts videos for parents helping with
familial issues and parental stress levels. I feel that there is so much material on the
internet on these topics and most people get lost in trying to search through them for
something of true value. Our page acts as a shortcut (developmental videos from
YouTube are often posted) to this search and helps parents find sources that they can
trust. I also think that the suggestions we make for parents on school closure days and
general places to go in the community help give a sense that although the School is not
present in every aspect of the child’s life, we care. We want to see the children of the
School succeed and have a childhood full of rich experiences.
The Challenges of a Facebook Page
Like other open door policies, there are challenges in having an on-line page open
to the community. One challenge is to ensure that the page remains a safe place for
communication and dialogue and where parents feel encouraged to share their views and
insights without fear of being judged. We wanted to make sure that parents felt free to
ask questions about our curriculum or where to find more information without fear of
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being seen in an unfavorable light. We did this by ensuring that there was no better place
to ask questions about early childhood education than our page and that information is
constantly changing so, therefore, every question is valid. In a society where parents are
expected to know information without being given resources, it is often tricky for parents
to feel comfortable stating that they are unaware or in the dark on a certain topic. We
hope that through the Facebook page, we shed light that many parents are in search of
information that is helpful and that acquiring additional resources for their families is
favorable.
By being an open book via Facebook, we open up room for criticism and
judgment from the community. After having made the decision to be public about the
goings on in our classrooms, it was more important than ever to stay innovative and
current in our curriculum. While the School staff is always updating and revising
curriculum, it was important to ensure that we were functioning at our very best. We
wanted to ensure that we were offering parents a view into the best version of what our
school was on a day to day basis. Additionally, we face judgment from the political side
of the Armenian culture. There is a thin line between being supportive of one’s culture in
a political fashion and promoting political participation from parents. The Rally for
Armenia post was a difficult decision to make but was made because there is only a few
posts on the page pointing to recognition of the Armenian Genocide or furthering the
Armenian political groups. It is by no means a focus of the page.
Another challenge of maintaining a Facebook page is to make sure to meet the
expectations of parents. After posting administrative notifications consistently and for
some time, parents come to expect that important information be constantly placed on
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Facebook. They look to Facebook for information that they feel is pertinent for the week
or the month and it is imperative to keep up to date without forgetting to post such
updates. Additionally, parents expect to see activities that their children are engaged in
and come to the page to see current information. If the moderator is ill or cannot come in
to update the page, it is important to have a second person take the responsibilities of the
page and meet expectations.
It is challenging to ensure that parental needs are met when, often, parents are not
always vocal about where they stand on issues of early childhood education. To meet this
challenge, it is important to ask parents for feedback and to find ways to assess what is
most important to families in current times. Photos and video stories are often very
popular as well as informative articles about what is happening in the school. Articles and
videos with experts and professionals are based on what parents often ask about, such as
tips for various challenges including diet and discipline.
Another challenge with having a Facebook page is taking into consideration that
some of our users are from other countries. Reaching out to these visitors is difficult
when taking into consideration that the majority of the people who visit the page are from
the U.S. That being said, we do not want to ignore that family members from around the
world who visit the page and may have questions outside the domain of the moderator.
Further, there is a need to maintain the Facebook page as a space where parents feel
invited and a place where there is appealing and interesting information. Often, posts are
aimed to help parents solve their day to day problems or how to live more fully.
Everything posted is related to children, family, education and/or parenting. The
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moderator who posts information is also challenged to supervise the page and ensure that
offensive or unrelated content is immediately removed.
A budget must be allotted to such a person in order for the work to be done. Lastly,
and very importantly, it is pivotal to be cautious in posting pictures or videos of children
to ensure that those children whose parents did not give consent are not included.
Suggestions to Those Interested in a Facebook Page
In devising a Facebook page, the first most important concern is to select a
content moderator that is trustworthy, interested in childhood education, and has great
work ethic. The page acts as an ongoing image of the school and the right person must be
placed in charge of illustrating the school in a fashion that is consistent with its quality. It
is important to check in with this person who is moderating the page and ensure that the
information shared is fresh, unbiased, and valuable. And as mentioned above, and
critically important, is the potential liability issue if children do not have parents sign a
photo release specific to being on Facebook.
Although the moderator is a critical nucleus for the social media team,
encouraging other teachers to suggest information is both helpful and important.
Everyone can be a part of the page and can suggest ideas on how to evolve the page in a
way that matches current literature and trends in early childhood education. This includes
parents. Ultimately, the director (or if appropriate Board of Directors) should establish
guidelines and provide oversight.
Also, while cellphones are great for taking photos and videos, it may be wise to
ensure that the camera on the system being used is of high quality. It is important to
remember that not every photo is valuable for placement on the page and only those
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depicting the original idea of the photo album or post should be used. Often, these photos
should be developed (with the consent of the parents and guardians) in order to save a
non-digital place for the memories that are often captured within classrooms.
It is also important to post reminders that parents should click “like” on the page
in order to see it consistently. Parents can also just visit the page by doing a simple search
but they will not be able to see the day to day posts on their newsfeeds unless they have
clicked “like” in the upper right corner of the page. Also, there is an option to “share” the
page with others. This gives parents the option to share the page on their own walls in
order for other friends and family to have access to the page as well. These are friendly
reminders for parents to get the most out of the Facebook page.
Another suggestion to those interested in devising a Facebook page for their school
is to consider having a theme for each month where parents are informed that there is a
certain topic that will be covered for the month. All posts would reflect the theme for the
month including photos and videos, suggestions of places to visit, and information about
the topic. This helps organize information and parents have a chance to be immersed in a
single topic every month. It also ensures that staff be immersed in a single topic once a
month as well providing a more in-depth education on topics.
Asking parents for direct responses to posts is helpful. This ensures that parents
recognize the page is meant to be interactive. While parents may or may not respond to
the post, it leaves the idea that the page is open to them should they feel the need to make
a comment. However, it is important to not pressure parents to participate. Some enjoy
observing and clicking “like” while others prefer to be more vocal on the page. Any level
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of participation should be welcomed in order to maintain the page as a safe and
comfortable environment.
Parent questionnaires are an important aspect of having and maintaining a school
Facebook page. These questionnaires provide insight into what the parents are most
interested in on the page as well as how often they check the page. Questions can range
from how valuable they find the page to what their favorite parts are. This will help in
developing the page over time and focusing on what parents feel about the information
posted. It also is interesting to see that almost all parents return the questionnaires even
when they do not often discuss their feelings about the page in person or through private
messages.
Future plans
Future plans include finding new ways to keep in touch with families as
technology continues to advance. A possible Twitter page, a texting program and
Instagram are potential avenues. An Instagram account would allow for us to post photos
but there would be no option for photo albums or long videos as Instagram has a cap on
how long videos can be. It is also less interactive as there is not a private messaging
feature. Twitter might be a great option in order to share Facebook posts with those who
use Twitter more often than they use their Facebook accounts. Also, Twitter has a similar
level of interactive options as Facebook.
We have plans to prepare parent educational videos where issues revolving around
safety, nutrition, and family life issues will be discussed in Armenian. The educational
videos currently exist in the English language however we have contacted Armenian
professionals (physiologists, early childhood specialists, pediatricians, police officers,
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and dentists) to help put these videos together. These new connections will also expand
our circle and be within reach for parents who have questions and who are in need. These
videos will also be circulated to those outside the U.S. and give those in other countries
direct access to educational videos they might not usually hear about in their own
communities.
Other plans include translating current articles to Armenian and posting them on
the School’s page. This would allow those who do not read English fluently to have
another viable option in order to ascertain information about early childhood education.
We are also considering adding an Armenian language component so that visitors can
write in Armenian without feeling discouraged to type in a language they aren’t familiar
with.
Additionally, a contact list for parents may be included in which they can access email addresses and phone numbers in order to socialize with other parents, staff and
faculty. It would be in the form of a “note” which would have a privacy setting which
lists parents and family as the only ones able to access the list. This would help promote
connections between the parents of the children and may result in eventual in-person
communications and playdates. Specific posts in the future may include parental
questionnaires with parents offering information about their greatest experiences with
their children, tips that have worked well for their families, and relevant places to visit in
the community.
The School staff are also considering using the page in order to raise funds for
scholarships for children and possibly using ads in which companies pay the School a
certain amount of money per clicks. These ads would be for products that the School
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wholeheartedly supports and endorses in that they are early childhood education
materials. These scholarships would be offered to parents after fundraising has
commenced in order to help families fund their children’s future educational pursuits.
Additionally, parents would have firsthand access to products supported by the preschool
that their children attend.
Other future plans include posting more videos of children that accompany photo
stories. While photo albums are very popular and often visited, real-time videos are also
quite interesting to have alongside still pictures. This plan is based on the idea that is adds
another layer to the “edusocial” space where parents who have a chance can also watch
and listen to more videos while others can simply click through photos. Often, it has been
either a photo or a video. We are choosing to incorporate more of both in each activity to
have a more cohesive picture of the in-class experiences of our students.
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APPENDICES
Appendix A
Screenshot of Posts
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73