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This study employed netnography across two early childhood education services that used the Storypark platform to explore how educator-family relationships are enacted through digital communication. Although Storypark is designed to foster collaboration and partnerships, this study indicates that its affordances do not consistently translate into practice. Analysis of digital posts and family interviews revealed that educators primarily used the platform for one-way information sharing—such as announcements and documentation of children’s learning—rather than reciprocal dialogue or co-construction of meaning. Families demonstrated greater engagement when educator communication was personalised, underscoring the relational value of human voice over platform features. Drawing on an ecological systems theory and behaviour setting theory lens, this disconnect highlights tensions between the platform’s intended relational function and its everyday use. While digital platforms hold significant potential to extend intersetting knowledge between home and early childhood contexts, this potential is not self-activating. Intentional framing, recognition of familial voice, and dedicated time for reciprocal practices are essential. The findings signal a need for professional learning that positions digital communication as a pedagogical and relational practice rather than a compliance task. Bridging this gap could transform platforms like Storypark into spaces of authentic connection, shared meaning-making, and mutual knowledge exchange.
Singleton et al. (Sat,) studied this question.