The intersection of parent questions, child skills, and activity context in informal science, technology, engineering, and math learning.
J Exp Child Psychol
; 246: 106000, 2024 Oct.
Article
em En
| MEDLINE
| ID: mdl-38972224
ABSTRACT
Adult verbal input occurs frequently during parent-child interactions. However, few studies have considered how parent language varies across informal STEM (science, technology, engineering, and math) activities. In this study, we examined how open and closed parent questions (a) differed across three STEM activities and (b) related to math, science, and vocabulary knowledge in their preschool-aged children. A total of 173 parents and their preschool children (Mage = 4 years) from lower socioeconomic households were video-recorded participating in three STEM-related activities (a) a pretend grocery store activity, (b) a bridge-building challenge, and (c) a book read about a science topic. Parent questions were categorized as open or closed according to the presence of key question terms. Results indicate that the three activities elicited different frequencies of parent open and closed questions, with the grocery store activity containing the most open and closed questions. Children's science knowledge was predicted by the frequency and proportion of parent open questions during the book read. These results enhance our understanding of the role of parent questions in young children's language environments in different informal learning contexts.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Relações Pais-Filho
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Ciência
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Tecnologia
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Engenharia
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Aprendizagem
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Matemática
Limite:
Adult
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Child, preschool
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Female
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Humans
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Male
Idioma:
En
Revista:
J Exp Child Psychol
Ano de publicação:
2024
Tipo de documento:
Article
País de publicação:
Estados Unidos