Science Opportunities Provided in the Homes of Head Start Children

• In Event: 2-075 - Engaging Young Learners in Science Both in and out of School

Integrative Statement

Introduction. Early experiences with science are essential for young children’s development and school success (Morris, Croker, Masnick, & Zimmerman, 2012). Unfortunately, quality science experiences are rare in preschool classrooms (Tu, 2006), particularly in Head Start, where 85% do not meet basic criteria for quality early science education (Greenfield et al., 2009). In light of limited science education in school (Gerde, Pierce, Lee & Van Egeren, 2018), examining science opportunities provided in children’s homes—another valuable learning context (Rodriguez & Tamis-LeMonda, 2011)—may identify prospects for enhancing young children’s science development.
Methods. To answer the research question, what materials, resources, and experiences do Head Start families provide children to support science education, 310 Head Start parents completed the Home Science Survey (Korpan, Bisanz, Bisanz, Boehme, & Lynch, 1997) examining the types of science-related toys, play content, books and technology, and community resources (e.g., museum, nature center) they provide their child. Parents represented eight Head Start programs across one Midwestern state, were primarily biological mothers (271 mothers), with a high school diploma (46%), and reflected diverse ethnicity (17% African American, 69% Caucasian, 4.2% Native American, and 3.5% biracial).
Results: Families provided some opportunities for science at home. Over 83% of parents reported their child played with toys related to science, nature, or technology. However, when asked about science materials (e.g., magnifying glasses), parents reported these were used less often. Most parents reported their child’s play involved science topics, including animals and blocks/Legos, at least weekly (73.3% and 82.5%, respectively); other science topics (e.g., dinosaurs, insects) were less frequently enacted in play. Parents reported participating in community activities that could encourage science learning; parents took their child to a park once or twice a week (51%) or on a nature walk weekly (30%). Families went to a zoo, nature center, beach/lake/pond, or public library less frequently.
Other science opportunities were reported to occur infrequently. While over 76% of parents reported reading books to their child daily, the content of these books was more likely to be fairy tales (35.8% daily) compared to any science topic. Eighty-four percent of parents reported their child watched television daily; 38% watched science cartoons, but other science topics were rarely viewed (15%-29%). Many parents reported owning a computer (72.2%) or tablet (44.5%), nevertheless most children never used these devices (47.2% and 59.1%, respectively) and when they did, it was not for science.
Discussion. Some Head Start parents do provide opportunities for science learning in the home including toys and park/nature walks. Although extreme variation exists across home environments, patterns are observed that could be leveraged by teachers and schools to support early science. Home-school connections with science should consider the resources parents are likely to utilize (e.g., park/nature walk) and offer strategies for encouraging science thinking in these spaces. Due to the minimal focus on science in the homes of Head Start children, investments in science at school through quality science curricular supports and field trips are valuable as they expand and diverge from what families do.

Authors

• Arianna E Pikus, Michigan State University
  Presenting Author

• Hope Gerde, Michigan State University
  Non-Presenting Author

• Laurie Van Egeren, Michigan State University
  Non-Presenting Author