Effect of The Elaborative Conversation Strategies Intervention on Parent-Child Science Talk

• In Event: Evidence-Based Practice for Early STEM Teaching and Learning: Diverse Adult Roles and Contexts

Abstract

The primary aim of this study was to evaluate the effectiveness of the Elaborative Conversation Strategies (ECS) intervention in improving the quality of parents’ science-related talk during everyday learning interactions at home. Using a single-case experimental design, the study explored how the ECS intervention influenced parent-child science conversations. Early science learning in children has been linked to positive outcomes in other domains, such as mathematics, as well as to future science learning (Guo et al., 2015). Adult involvement is essential for co-constructing children’s knowledge, expanding their understanding, and helping them apply learning across contexts (Alexander et al., 2012; Campbell et al., 2021). This study specifically examined: (1) whether the ECS intervention increased parents’ use of high-quality conversational strategies during science activities, and (2) how the intervention impacted children’s science knowledge, skills, and interest, along with parents’ attitudes toward supporting their children's science learning.
Participants included five preschool children (2 girls and 3 boys), all typically developing, along with their primary caregivers (4 mothers, 1 father). The children attended a local Educare program serving low-income families, and all five families primarily spoke English at home. The sample included two African American families, two Caucasian families, and one Latino/Hispanic family. In terms of education, two parents had completed high school, two had some college experience, and one held a master’s degree.
Each family participated in 15 home visits. During these visits, parent-child interactions during science activities were video recorded to assess the impact of the ECS intervention on parents’ use of elaborative strategies in science-related conversations. The single-case experimental design included multiple assessment points: two pre- and post-assessments, three baseline, five intervention, and five follow-up/probe assessments. The Preschool Parents Dimensions of Science Scale was used to measure parents’ attitudes toward early science learning. Children’s science knowledge and interest were assessed using researcher-created tools, while the CIRCLE Science & Engineering subtest was used to assess indirect science learning. The efficacy of the ECS intervention was evaluated through visual analysis of data trends—considering level, trend, and stability over time—and effect size calculations using Tau-U and NAP.
The ECS intervention had a small to moderate positive effect on most parents’ use of elaborative conversation strategies and on some parents’ use of high-quality science talk. Additionally, parents reported more favorable attitudes toward supporting their children’s science learning after the intervention. Most children demonstrated improvements in science knowledge following the intervention. However, a slight decline was observed in children’s attitudes toward science after the intervention.
This study highlights key aspects of high-quality parent-child interactions that support early science learning. The findings suggest that parents can enhance their children’s science learning through the use of elaborative conversation strategies in everyday situations. Furthermore, the intervention may help promote equitable access to meaningful science learning experiences for children in low-income families by equipping parents to engage in more impactful educational interactions.

Author

• Yao Yao, University of Nebraska - Lincoln