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

Abstract

Informal science learning sites (ISLS) create opportunities for children to learn about science outside of the classroom. This study analyzed children’s learning behaviors in ISLS using video recordings of family visits to a zoo, children’s museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children’s behaviors. Participants included 63 children (60.3% female) and 44 parents in 31 family groups. Results showed that parents’ science questions and explanations were positively related to children observing the exhibit. Parents’ science explanations were also negatively related to children’s science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children’s behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children’s interactions with others and their environment are important for children’s learning behaviors.

Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood engineering program

“…Parents' own interests, preferences, and attitudes also play a critical role in influencing their children's interests (Cheung et al, 2018;Colliver, 2018;Dabney et al, 2013). As discussed more below, these findings align with the overall importance of family-based learning experiences and parent-child interactions in early childhood, including supporting children's development and learning in general (National Academies of Sciences Engineering and Medicine, 2016; National Academies of Sciences Engineering and Medicine, 2019), guiding children's engagement and learning in particular moments (Callanan et al, 2020;Joy et al, 2021;Vygotsky, 1978), and influencing children's long-term engagement patterns, identities, and degree and career decisions (Dou et al, 2019;Gottfried et al, 2016).…”

Informal STEM Learning for Young Children: A Systematic Literature Review

“…When participants, including caregivers and children, were prepared with information and scaffolding before entering the exhibit, they reported positive learning outcomes [ 7 , 31 , 38 , 53 , 59 , 60 , 66 , 67 ]. The frequency and quality of caregivers’ and staff’ guiding questions and causal talk during participation in the exhibit also resulted in positive outcomes for children [ 1 , 7 , 37 , 38 , 53 , 54 , 57 ]. When children were given the opportunity to both observe and interact with the exhibit, they reported positive learning results [ 1 , 41 , 55 , 57 , 58 , 61 , 62 ].…”

“…The frequency and quality of caregivers’ and staff’ guiding questions and causal talk during participation in the exhibit also resulted in positive outcomes for children [ 1 , 7 , 37 , 38 , 53 , 54 , 57 ]. When children were given the opportunity to both observe and interact with the exhibit, they reported positive learning results [ 1 , 41 , 55 , 57 , 58 , 61 , 62 ]. The opportunity to talk and reflect after leaving the exhibit was also shown to positively influence STEM outcomes [ 53 , 63 ].…”

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

“…Often-overlooked types of parent talk likely provide meaningful ways for families to engage in science and lead to positive child learning outcomes. Thus, this study broadens past informal learning work by considering all types of talk beyond privileged and formal ways of talking about science (i.e., causal talk and science explanations) ( Callanan and Oakes, 1992 ; Joy et al, 2021 ). From a FoK perspective, all family conversation styles should be considered and leveraged across learning ecologies for children’s science learning, highlighting that knowledge and skills are acquired through everyday experiences that are historically and culturally unique ( Moll et al, 1992 ).…”