Poster #69 - Primary Caregiver Guided Play Behavior and Preschoolers’ STEM Skill Development

• In Event: Poster Session 05

Abstract

Preschoolers’ STEM skills are an integral component of school readiness with significant long-term value, predicting later math achievement, graduation rates, and labor market success (Claessens & Engel, 2013; Morgan et al., 2016). While there is robust evidence that the preschool years are a critical period for STEM skill development, the experiences that support the development of these skills remain understudied (Casey et al., 2018). Primary caregivers have an opportunity to make fundamental and unique contributions to their preschooler’s STEM skill development by guiding their STEM play (Fisher et al, 2013).
Researchers have speculated that the way primary caregivers play and talk with their children during STEM-related activities can boost early STEM learning. Caregiver STEM talk that highlights STEM concepts during play may help children notice and talk about the math and spatial features of the play (Pruden et al., 2011; Rudek & Haden, 2005). Caregiver STEM talk likely supports the development of domain-specific skills (math and spatial knowledge) by exposing children to math and spatial vocabulary and concepts (LeFevre et al., 2010; Szechter & Liben, 2004). When caregiver STEM talk also encourages child STEM talk, it may facilitate additional math and spatial learning (Pruden et al., 2011; Rudek & Haden, 2005).
The quality of caregiver-child interaction during STEM play is also likely related to child learning (Bernier et al., 2010; Fox & Calkins, 2003). Sensitive-responsive parenting interactions and interactions that support child autonomy have been associated with adaptive approaches to learning that support skill acquisition (Bindman et al., 2013; Hammond et al., 2012; Lengua et al., 2014; Obradović et al., 2016). Specifically, sensitive-responsive interactions and autonomy support foster growth in executive functioning (EF) and effortful control (Clark et al., 2013; Landry et al., 2006) which, in turn, may boost child STEM skill learning.
The present study examines associations between caregiver STEM play behaviors (parent STEM talk, sensitive-responsiveness, autonomy support) and child math and spatial skill knowledge, and explores child STEM talk and approaches to learning as possible mediators (see Figure 1). Seventy-five preschool children (49% female; Mage = 4.82 years; 94% White, 3% Black, 1% Biracial, 1% Asian, 1% Native American) and their primary caregivers (93% female) were recruited from a small college town and surrounding rural communities. Direct assessments measured child EF, math, and spatial skills. Observers rated child effortful control during assessments. Primary caregiver-child play interactions were videotaped as they completed a STEM-related challenge (e.g., build a lookout for two mice avoiding a cat with a way to climb up and fast way to get down). Fifteen-minute play interactions were coded for the three caregiver facilitators and child STEM talk.
Preliminary correlations showed significant associations between caregiver autonomy support, child approaches to learning, STEM talk, and math skills. Caregiver STEM talk was also significantly associated with child STEM talk (see Table 1). Structural Equation Models will be conducted to test the hypothesis that these caregiver play behaviors support child STEM skills directly and indirectly, via their associations with child approaches to learning and child STEM talk.

Authors

• Morgan Debra Mannweiler, The Pennsylvania State University
  Presenting Author

• Karen L Bierman, Pennsylvania State University, University Park