A comparative analysis of changes in communication channels and parental involvement in home-school collaboration during the COVID-19 pandemic and post-pandemic normalcy

Over the past five years, kindergartens in Hong Kong have faced significant challenges due to the COVID-19 pandemic, including school closures, remote learning, and social distancing. These changes have transformed the nature of home-school collaboration, requiring parents to play a more active role in their children's education. This study, which is substantially supported by the Research Grants Council of Hong Kong (UGC/FDS16/H17/21), aims to compare the practices of home-school collaboration and parent education in kindergartens during and after the pandemic, exploring the new opportunities and challenges brought about by COVID-19. Drawing on qualitative data collected through semi-structured, in-depth interviews with target parents and teachers, this research examines the shifts in communication patterns and parental involvement. The findings indicate that as the pandemic subsides and life begins to return to normal, there is a tendency to revert to pre-pandemic communication and parental involvement patterns. However, it is worth noting that certain digital communication practices that were adopted during the pandemic are likely to endure and become a regular part of home-school collaboration. Parents have shown increased levels of engagement, actively participating in parent-teacher meetings and establishing stronger collaborations with educators to support their child's learning experience. By understanding the changes in communication channels and parental involvement, educators and parents can enhance their strategies and improve the overall educational experience for young children. The findings of this study shed light on effective approaches to foster collaboration and highlight the significance of strong communication channels between kindergartens and parents.