‘What do you notice?’ Parent guidance of preschoolers’ inquiry in activities at home

Vandermaas­-Peeler, Maureen; Mischka, Melissa; Sands, Kaitlin R.

doi:10.1080/03004430.2017.1310724

Cited by 17 publications

(15 citation statements)

References 28 publications

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“…Second, this study revealed that parents did not often provide their children with opportunities to involve in informal science activities despite the existing evidence regarding parental contributions to children"s learning during informal science activities (e.g., Crowley & Callanan, 1998;De Lurdes Cardoso, 2002;Halim, Abd Rahman, Zamri, & Mohtar, 2018;Harris & Winterbottom, 2018;Vandermaas-Peeler et al, 2019). Several informal science activities that parents could perform in everyday life with their children (e.g., reading science books, watching science videos/films, talking with children about science subjects, making observations) occurred roughly at a moderate level in the present sample.…”

Section: Discussionmentioning

confidence: 66%

“…The Kaiser-Meyer-Olkin value exceeded the recommended value of .70 (Field, 2009) for both PS-ISAQ and PS-CLSSQ. The component loadings were interpreted significant when they were .32 and greater (Tabachnick & Fidell, 2013). Confirmatory factor analyses (CFA) were also conducted for the PS-ISAQ and PS-CLSSQ with the LISREL software.…”

Section: Discussionmentioning

confidence: 99%

“…Harris and Winterbottom (2018) observed that there was a relatively high level of conceptual and emotional talk between families and children during a gallery visit, and the families as the scaffolders facilitated their children"s learning in these settings. In a more recent study, Vandermaas-Peeler, Mischka, and Sands (2019) noticed that parents were able to enhance their preschool children"s science and mathematics learning and could support their children"s reasoning better if the professionals encouraged and trained them regarding how to guide children"s inquiry at home. Dou, Hazari, Dabney, Sonnert, and Sadler (2019), moreover, noted that talking about science with families and also friends during K-4 years was associated with individuals" seeing themselves as a STEM (science, technology, engineering, and mathematics) person in college.…”

Section: Introductionmentioning

confidence: 99%

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Children’s science learning outside school: Parental support

Çobanoğlu

Kumlu

2020

Turkish Journal of Education

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This study examined (a) the availability of basic science materials in children"s home environment, (b) the frequency of parents" involvement in informal science activities with their children, (c) the level of opportunities parents offered their children for learning basic science subjects, and (d) the effect of grade level on parental support for children"s science learning. In this cross-sectional survey study, data were collected from 735 parents in a city in the north region of Turkey. Results revealed that most children did not have basic science materials at home. Parental support for making science trips was especially low. The parents supported their children"s learning most in the area of health, security, and nutrition. The MANOVA results indicated that the parents of middle school children supported their children significantly less to do science and nature activities compared to the parents of preschool and elementary school children. The middle school children were also less likely to be supported by their parents to learn science subjects related to matter, energy, and livings compared to preschool children. The parents of preschool children offered more opportunities for their children to learn science subjects related to sky compared to the parents of elementary and middle school children.

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Section: Discussionmentioning

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Children’s science learning outside school: Parental support

Çobanoğlu

Kumlu

2020

Turkish Journal of Education

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“…The first, a scientific inquiry –based approach, seeks to leverage children’s intuitive drive for seeking explanations through question-asking ( Callanan and Oakes, 1992 ; Kelemen et al, 2014 ; Frazier et al, 2016 ; Weisman and Markman, 2017 ) by guiding them through a process of asking questions, experimenting, and explaining results. Scientific inquiry approaches have been extensively explored and promoted in formal educational contexts (e.g., National Research Council [NRC], 1996 , 2001 , 2007 ; Minner et al, 2010 ; Furtak et al, 2012 ) and hold promise in informal learning contexts as well ( Gutwill and Allen, 2010 ; Vandermaas-Peeler et al, 2016 , 2017 , 2018 ). In this study, we compare this scientific inquiry– based approach to a more didactic approach focusing specifically on providing scientific explanations to the child without first prompting such explanations through question-asking.…”

Section: Introductionmentioning

confidence: 99%

“…In contrast to using conversation cards to modify specific elements of parental talk, other research has focused on the inquiry process as a whole ( Gutwill and Allen, 2010 ; Vandermaas-Peeler et al, 2016 , 2017 , 2018 ). Scientific inquiry (sometimes also referred to as “inquiry science”) is most commonly defined as constructivist learning processes wherein children learn from active engagement with scientific activities that focus on observation and experimentation to answer “scientifically-oriented questions” ( National Research Council [NRC], 1996 , 2001 , 2007 , 2012 ; Minner et al, 2010 ; Furtak et al, 2012 ; NGSS, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions

2020

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This study examined the effects of two pedagogical training approaches on parentchild dyads' discussion of scientific content in an informal museum setting. Fortyseven children (mean age = 5.43) and their parents were randomly assigned to training conditions where an experimenter modeled one of two different pedagogical approaches when interacting with the child and a science-based activity: (1) a scientific inquiry-based process or (2) a scientific statement-sharing method. Both approaches provided the same information about scientific mechanisms but differed in the process through which that content was delivered. Immediately following the training, parents were invited to model the same approach with their child with a novel science-based activity. Results indicated significant differences in the process through which parents prompted discussion of the targeted information content: when talking about causal scientific concepts, parents in the scientific inquiry condition were significantly more likely to pose questions to their child than parents in the scientific statements condition. Moreover, children in the scientific inquiry condition were marginally more responsive to parental causal talk and provided significantly more scientific content in response. These findings provide initial evidence that training parents to guide their children using scientific inquiry-based approaches in informal learning settings can encourage children to participate in more joint scientific conversations.

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Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments

Carter,

Nelson,

Boedeker

et al. 2024

Psychology in the Schools

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Links between the development of early literacy and math skills are well documented. This systematic review focuses on how literacy is incorporated into informal math intervention studies for children in preschool to third grade, which has implications for researchers and those training caregivers to support their children at home. We reviewed 51 experimental or quasi‐experimental studies published from 1981 to 2021 that investigated the effectiveness of math interventions in informal learning environments with a caregiver interventionist. Findings revealed that 100% of studies included literacy in some way. We also investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. The most common literacy activity was speaking and listening, and the most frequently included literacy data source was standardized literacy achievement measures. Finally, researchers in the included studies did not detail literacy throughout their research reports. While early math interventions often integrate literacy, the research base including math interventions would benefit from more explicit rationales for their use of literacy, and caregivers should be provided information to help understand how literacy should be a part of the way they work with their child on math at home.

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‘What do you notice?’ Parent guidance of preschoolers’ inquiry in activities at home

Cited by 17 publications

References 28 publications

Children’s science learning outside school: Parental support

Children’s science learning outside school: Parental support

Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions

Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments

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