Gendered Packaging of a STEM Toy Influences Children's Play, Mechanical Learning, and Mothers’ Play Guidance

Family science capital moderates gender differences in parent-child scientific conversation

This study examined whether variation in parent-child conversations about scientific processes can be explained by child gender and the science-related resources available to parents, known as scientific capital. Parents of 4- and 5-year-old children (N = 70) from across the United States completed a survey of science capital and were then videotaped with their children at home interacting with two science activities (i.e., balance scale and circuit toy). Videos were transcribed and analyzed for parents' science process language. Results indicated that parents' science process language occurred significantly more often during conversations with boys, among families with higher levels of scientific capital, and during the scale activity. Gender differences in science process language were not apparent at higher levels of science capital and during the scale activity. These effects speak to the need for measuring child, family, and contextual characteristics when identifying factors that promote children's early science engagement and learning. Results are discussed in terms of future interventions that could build scientific capital as a means to counteract stereotypes around gender and science.

Exploring Early Childhood Educators' Perceptions and Practices Towards Gender Differences in STEM Play: A Multiple-Case Study in China

Various gender biases have been demonstrated in early childhood educators (ECEs) with unintentional preferential treatment provided to boys during STEM-related play activities. These biases could impact young girls' identity formation, resulting in continued underrepresentation of women in STEM domains in future. In China, however, little research has been conducted on how ECEs perceive gender equity of STEM fields. Consequently, this study aims to close this gap by investigating the educators' perceptions on and responses to gender differences in STEM play, drawing on the cultural-historical theory and incorporating feminist perspectives. Adopting a multiple-case study approach, this study collected perceptions and experiences of six Chinese in-service ECEs regarding STEM play and gender-related issues. The participants recognized and valued children's equal involvement in STEM play, but failed to preclude ingrained gender preconceptions, leading to contradictory beliefs and performs. Meanwhile, Chinese ECEs considered prejudices from the external environment and peer influence the main obstacles to gender inclusion. Inclusive practices and emphasises are thus discussed relating to ECEs' multiple roles in supporting gender-neutral environments for STEM play. These preliminary findings shed light on attaining gender equity in STEM within the context of a feminist discourse, and provide Chinese educators, leaders and even the educational system with pioneering information. However, further research on ECEs' underlying stereotypes and teaching practices is still warranted to examine future professional development possibilities, support ECEs in reducing obstacles to girls' STEM engagement, and ultimately create a welcoming and inclusive STEM play space for girls.

Natural Variability in Parent-Child Puzzle Play at Home

Here, we observed 3- to 4-year-old children (N=31) and their parents playing with puzzles at home during a zoom session to provide insight into the variability of the kinds of puzzles children have in their home, and the variability in how children and their parents play with spatial toys. We observed a large amount of variability in both children and parents’ behaviors, and in the puzzles they selected. Further, we found relations between parents’ and children’s behaviors. For example, parents provided more scaffolding behaviors for younger children and parents’ persistence-focused language was related to more child attempts after failure. Altogether, the present work shows how using methods of observing children at a distance, we can gain insight into the environment in which they are developing. The results are discussed in terms of how variability in spatial toys and spatial play during naturalistic interactions can help us contextualize the conclusions we draw from lab-based studies.