Presence as a foundation for information exchange between parents and pre-school teachers

Abstract

Information technology has not yet fully penetrated the work with pre-school children. We have interviewed parents and pre-school teachers to investigate how they exchange information. Findings show that the information flow relies heavily on presence. The information is concentrated to physical places in the pre-school and in the home which means that information problems arise when children are absent from pre-school or the family is absent from home.