Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites

Parent–child interaction during a home STEM activity and children’s handwashing behaviors

We examined correlations between a home-based STEM activity illustrating the importance of soap use during handwashing and children’s (4-to 7-year-olds, N = 81, 42 girls, 39 boys) use of soap when washing their hands. Parents and children either participated in or watched the activity. Children reflected on the activity immediately afterward and a week later. Parent–child interaction during participation related to the frequency of unprompted soap use during handwashing, controlling for performance on other, related cognitive measures. Children whose parents were more goal-directed, and set goals for the interaction, were less likely to use soap spontaneously when handwashing in the subsequent week. The amount of causal knowledge children generated when they reflected on the experience immediately afterward also influenced whether children used soap when washing their hands. Reducing the autonomy children believe they have during a STEM-based activity potentially leads them to not engage in a behavior related to the activity on their own. Overall, these data suggest that parent–child interaction during STEM activities can influence the ways children encode and engage with those activities in their everyday lives. Given that the ways children wash their hands might mitigate the spread of disease, interventions that focus on providing children with the belief that STEM activities are for them might be broadly beneficial to society.

Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at home

This study examined the naturalistic conversations of 62 parent-child dyads during informal learning at an aquarium and with a subsample at home. Children (M_age = 69.8 months) with their parents were observed and audio recorded while exploring an aquarium exhibit, and a subset of dyads returned recorded home conversations reminiscing about the aquarium visit. Parent-child conversations at the aquarium were coded for child science talk and a range of parent talk variables, and parent-child conversations at home were coded for child science talk and talk about the value of the aquarium visit. Results revealed that parents tended to use more elaborative statements compared to other talk types in the aquarium. Yet, the different types of questions and statements that parents used with their children at the aquarium differentially related to their children’s science talk in the aquarium and while reminiscing at home. Findings highlight often-overlooked types of parent talk that provide meaningful ways for families to engage in science and may lead to positive child learning outcomes.

Informal STEM Learning for Young Children: A Systematic Literature Review

Studies show that children spend considerable time engaged in informal learning outside of educational settings. Informal educational settings such as museums can provide a variety of opportunities to engage children in STEM learning and scientific discovery, which can increase school readiness. Research has also determined an achievement gap in students from low socio-economic backgrounds and in students who are dual language learners. The literature shows that this gap begins even before children enter formal schooling. This systematic review serves two purposes: to explore the impact of informal STEM learning (ISL) on school readiness and to examine the relationship between ISL and children’s social-emotional development, particularly in children who are dual language learners. Using PRISMA procedures, we identified 36 eligible studies in this systematic review. The findings illuminate the important role of parents and/or caregivers and the quality of design and interventions used at ISL sites, such as museums and zoos, on how ISL can impact school readiness for preschoolers. No research was found to specifically address the impact of ISL on school readiness for children who are dual language learners. The implications from the findings suggest that further research is needed on ISL for young children, particularly considering the dearth in research on young dual language learners. The implications further suggest that parents, ISL site designers, facilitators, and educators can benefit from learning about the impact of ISL on school readiness.