Parent, whānau, and teacher engagement through online portfolios in early childhood education

Online portfolios, which allow teachers, families and children to document and share children’s experiences and learning, are increasingly used by New Zealand early childhood education (ECE) services. This study examined teachers’ and families’ engagement through one online portfolio system. An online survey gathered management, teacher, and whānau perspectives from 80 ECE services alongside case studies of two ECE centres. This article presents findings from the project, including the impact of the online portfolios on parent–teacher communication and relationships, parental and whānau engagement in their children’s learning, and support for teacher practices resulting from their engagement with online portfolios.