Expectancy-value theory &amp; preschool parental involvement in informal STEM learning

Zucker, Tricia A.; Montroy, Janelle J.; Master, Allison; Assel, Michael; McCallum, Cheryl; Yeomans-Maldonado, Gloria

doi:10.1016/j.appdev.2021.101320

Cited by 13 publications

(13 citation statements)

References 78 publications

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“…These results underline our findings and raise the assumption that especially mothers who are currently working in a STEM profession are involved in particularly high-quality mathematical activities [78]. However, we can only speculate about this idea, as we have not investigated this association.…”

Section: Associations Between Parents' Characteristics and The Home Numeracy Environmentsupporting

confidence: 45%

“…Further, Zucker et al [78] showed that parental involvement in helping children with science or math or doing more STEM-related activities was associated with parental values and self-efficacy. They also reported a direct association between mothers' working in a STEM-related field and higher self-efficacy when engaging in informal STEM activities.…”

Section: Associations Between Parents' Characteristics and The Home Numeracy Environmentmentioning

confidence: 99%

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Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies

et al. 2021

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Children’s early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families’ socioeconomic status (SES) are associated with children’s competencies. In this study, we investigated parents’ occupations (i.e., STEM or non-STEM occupation) as a specific aspect of the SES to understand whether parental occupations are associated with children’s numerical competencies and whether such an association may depend on the HNE. We analysed data from a sample of N = 190 children (Mage = 63.58 months; SD = 4.41) at two measurement points. Correlational analyses and crossed-lagged models were conducted to predict children’s numerical competencies by a global measure of the HNE and parental STEM vs. non-STEM occupations. We found significant associations between parents’ learned and current occupations and the HNE. Further, significant associations between parents’ learned occupations and children’s numerical competencies were observed. However, parents’ current occupations were not significantly associated with children’s numerical competencies. Consequently, more specific facets of the SES instead of a global measure seem to be associated with children’s numerical competencies. A greater focus on specific differences between family characteristics and their potential impact on children’s HNE and the development of their numerical competencies seems expedient.

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Section: Associations Between Parents' Characteristics and The Home Numeracy Environmentsupporting

confidence: 45%

Section: Associations Between Parents' Characteristics and The Home Numeracy Environmentmentioning

confidence: 99%

Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies

et al. 2021

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“…Of the studies that reported on racial demographics, the participants were diverse and typically numbered in the highest percentage of the students being White, then Black, then Latinx, then other. Nine of the studies reported on the socio-economic status of the participants [ 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 ].…”

Section: Resultsmentioning

confidence: 99%

“…Seventeen studies used another common unit of analysis, caregiver and child. Four of the studies [ 1 , 39 , 41 , 46 ] used educator and child as the units of analysis, and two studies [ 44 , 45 ] used only the caregiver as the unit of analysis.…”

Section: Resultsmentioning

confidence: 99%

“…A caregiver’s STEM talk, questioning and scaffolding for the child is another important factor for school readiness [ 34 , 42 , 65 ]. Several of the studies suggest that guidance for caregivers toward ISL activities can foster STEM skills in children [ 42 , 45 , 50 , 56 , 64 , 65 ]. A child’s interest in STEM can also influence school readiness [ 35 , 53 , 64 ].…”

Section: Resultsmentioning

confidence: 99%

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Informal STEM Learning for Young Children: A Systematic Literature Review

Alexandre

Washington-Nortey

et al. 2022

IJERPH

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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.

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Twenty-first century parents’ attitudes and beliefs on early childhood robotics education

Zviel-Girshin,

Kukliansky,

Rosenberg

2023

Educ Inf Technol

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Expectancy-value theory & preschool parental involvement in informal STEM learning

Cited by 13 publications

References 78 publications

Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies

Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies

Informal STEM Learning for Young Children: A Systematic Literature Review

Twenty-first century parents’ attitudes and beliefs on early childhood robotics education

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