What Children Learn From the Explanations They Hear: Differences in Caregivers' Explanations That Impact Learning

• In Event: Patterns of Questions and Explanations in Family Interactions: Tools Young Children Use for Acquiring Knowledge

Abstract

When children enter formal schooling they are often confronted with ‘academic language’ and specific patterns of interaction that may not be synonymous with the patterns of interaction used for learning in the home (Snow & Uccelli, 2009). For example, schools often privilege a pattern of interaction whereby children are expected to ask questions and use the explanations provided by teachers for learning (e.g., inquiry-based, query method, Socratic method etc.) This question-explanation pattern of interaction may not be familiar to all children. Indeed, in a recent study, we found that mid-SES preschoolers show a preference for more complex explanations, whereas low-SES preschoolers prefer less complex explanations (Authors, 2013), suggesting that children from mid-SES families may be exposed to more high-quality explanations. This may be linked to if and how children from diverse backgrounds use questions that elicit explanations for learning. This is potentially problematic, given that complex explanatory structures are found in the ‘academic language’ (Snow & Uccelli, 2009) used in formal schooling and we have come to expect that by the time ALL children enter formal schooling they prefer to learn from complex explanations --- potentially making it difficult for children to negotiate the classroom setting.

Therefore, an understanding of the variability in the early interaction patterns children use when learning from others is essential in creating high-quality learning environments that are accessible to all children. Children rely on the explanations adults provide to learn about the world (Frazier, Gelman & Welman, 2009). Research indicates that an adult’s epistemological stance (beliefs about the nature of knowing) is associated with the way she talks to her child (Luce, Callanan & Smilovic, 2013; Valle, 2009). In the current study, we examine the relationship between caregivers’ epistemological beliefs, their explanations, and their children’s general ability to acquire new knowledge.

Forty parent-child dyads (18 female, M = 4;10, SD = 6.3 months) participated in 3 phases: (a) exploration (b) familiar extension and (c) novel extension. During the exploration phase, caregivers and their children assembled a novel toy. The toy required children to position pieces to create electrical circuits. During the familiar extension, children assembled the toy without caregiver assistance. In the novel extension phase children worked alone to assemble a toy that had a similar function, but contained different pieces. To measure caregivers’ epistemological beliefs, we asked them 4 questions following the exploration phase. Responses stated as a fixed truth were coded as absolutist, and as evaluatvist if the response included evidence and examples. Caregivers’ epistemological stances predicted children’s abilities to successfully complete the toy (arguably demonstrating their understanding of how circuits works) and their ability to think critically about a similar concept in a novel context, F (1, 38) = 9.73, p < .01, R2 = 0.20. Specifically, children with caregivers who adopted an evaluativist stance appropriately placed more pieces across both phases than children with caregivers who adopted an absolutist stance (See Fig. 1). We discuss the implications for these findings in terms of individual differences in children’s conceptual understanding.

Authors

• Katelyn E. Kurkul, Merrimack College

• Kathleen H. Corriveau, Boston University