Mediating intimacy: parent-teacher digital communication and perceptions of ‘proper intimacy’ among early childhood educators

ABSTRACT

This study deals with perceptions of ‘proper intimacy’ disseminated through digital parent-teacher communication in early-childhood education and the implications for parents’ reflexive projects of self. The article brings sociological understandings about perceptions of proper parenting and intimacy together with research on digital communications. Qualitative data was collected from an on-line discussion of early-childhood educators on their uses of parent-teacher digital communications. Analysis reveals the dissemination of two ideals of ‘proper’ intimate relationships. Digital sharing of what goes on at preschool invites parents to have an ‘observant intimacy’ with their children, based on knowledge-from-a-distance of the child’s day. Complementing digital communication with face-to-face communication invites parents into an ‘instrumental intimacy’ with teachers – an emotional connection for the purpose of the child’s education. The article concludes with possible implications the perceptions of ‘proper intimacy’ disseminated through parent-teacher digital communications may have on contemporary parenting culture.

KEYWORDS:

• Parents
• intimacy
• parenting culture
• parental involvement
• parent-teacher communication
• digital technologies

Acknowledgments

My greatest appreciation to the teachers who not only shared their digital communication practices, but also allowed them to be used as research. Itzik Gilat and Edith Tabak of Mahut Center provided constant support and constructive criticism that contributed to the improvement of this article. Many thanks to Michal Millerman-Mor for diligent work compiling background data and for research support.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. WhatsApp is one of the most popularly used social media in Israel. Broadcast groups allow the administer to send messages to a group; when a participant replies only the administer receives the reply.

Additional information

Funding

This work was supported by the Mahut Family and Educational System Research and Development Center, at the Levinsky College of Education.

Notes on contributors

Lauren Erdreich

Lauren Erdreich is an anthropologist of education whose latest research deals with mothering and education. She is currently the Head of the Nonformal Education Track at Beit Berl College.