Parents’ and Teachers’ Perceptions of Virtual Communication as a Mediating Factor in the Family–School Relationship in Early Childhood

Abstract

This scientific essay is the result of an ongoing research study aimed at understanding the meaning that parents and teachers attribute to virtual communication as a mediating factor in the family–school interaction among transition grade students at Institución Educativa Misael Pastrana Borrero. The study is developed within an interpretive paradigm, using a qualitative approach with a descriptive and explanatory orientation. Data are collected through surveys addressed to teachers and parents in order to identify their perceptions, practices, and the barriers that influence this relationship. The literature review shows that, although the importance of the communicative bond is widely recognized, it is often limited and reactive in practice due to time constraints, insufficient institutional support, and low family participation. Although the research is still in progress and the results are not yet conclusive, preliminary findings suggest that virtual communication goes beyond its informative function and becomes a space for shared responsibility and the strengthening of trust among educational actors. From a critical perspective, the study proposes strengthening this dimension through more empathetic strategies and the pedagogical use of digital resources, in order to consolidate collaborative work between families and schools. In conclusion, this research provides a contextualized reflection on the need to promote bidirectional communication that supports academic accompaniment, emotional well-being, and the integral development of students.