Poster #234 - Bringing Science Home with PEEP: Using media to engage parents and young children in science

• In Event: 3-106 - Poster Session 11
  In Poster Session: PS 11 Section - Technology, Media & Child Development

Integrative Statement

Background
Despite growing evidence engaging young children in science can provide them with an important foundation for future learning (Morgan, Farkas, Hillemeier, & Maczuga, 2016), young children have few opportunities to engage in science (Curran & Kellog, 2016). For children not enrolled in preschool, access to enriching science experiences depends almost entirely on their parents (Zadeh et al., 2010). Young children increasingly interact with media in the home for significant amounts of time; using media to introduce science to families has the potential to motivate families to engage in science (Renninger, 2000) and support science learning (Schroeder & Kirkorian, 2017).

This study examines the promise of using media to help young children and their families explore science in the context of home visiting programs. During the study, low-income English- and Spanish-speaking families who were enrolled in home visiting programs tested an app-based intervention that explored ramps, colors, sounds over three months through hands-on activities, media and supports for parents and educators.

Research Questions
Two research questions guide the study:
1. How do home educators and parents use and adapt the intervention and why?
2. What is the relationship between use of the intervention and parent attitudes about and knowledge of strategies that support children’s science learning?

Methods
Ours study sample includes 170 parents and 18 home educators. Researchers conducted interviews and focus groups with all educators and observations of a subsample of nine educators and 19 families using the intervention. Researchers administered pre- and post-surveys to all families participating in the study and a comparison group who did not have access to the app (n=156 intervention families and 44 comparison families).

Findings
Most participants reported that the app was easy to use and incorporate into the learning experiences families were already doing, and that parents required little technical support or access to additional technology resources. During observations, families actively explored important science concepts and practices together, and parents used the targeted parent strategies to support their children’s learning while watching the videos and doing the activities. Survey responses suggest that most parents felt the app was engaging for children (92%) and helped them learn science (94%). Additionally, virtually all families (94%) agreed that the intervention helped them ask their child questions about science and gave them strategies to help their child learn science. Moreover, parents were more confident in their abilities to help their children learn science after using the app (38% of intervention parents strongly agreed that they know enough to help their children learn science, compared to 26% of comparison parents). A few parents reported challenges using media, particularly related to difficulties disengaging from media to do the hands-on activities.

Significance
This study helps build new knowledge about the challenges faced and infrastructure needed in order to use digital media to inspire and support low-income parents in conducting hands-on science investigations with their young children, as well as a new avenue of home visiting programs for bringing early science experiences to preschool-age children.

Authors

• Megan Silander, Center for Children and Technology EDC
  Presenting Author

• Michelle Cerrone, Education Development Center
  Non-Presenting Author

• Leslie Cuellar, Education Development Center
  Non-Presenting Author

• Lindsey Hiebert, University of Texas at Dallas
  Non-Presenting Author

• Jennifer Stiles, Education Development Center
  Non-Presenting Author