Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at home
This study examined the naturalistic conversations of 62 parent-child dyads during informal learning at an aquarium and with a subsample at home. Children (Mage = 69.8 months) with their parents were observed and audio recorded while exploring an aquarium exhibit, and a subset of dyads returned reco...
| Main Authors: | , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-08-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.943648/full |
| _version_ | 1828444310458073088 |
|---|---|
| author | Grace Ocular Kimberly R. Kelly Lizbeth Millan Savannah Neves Kateri Avila Betina Hsieh Claudine Maloles |
| author_facet | Grace Ocular Kimberly R. Kelly Lizbeth Millan Savannah Neves Kateri Avila Betina Hsieh Claudine Maloles |
| author_sort | Grace Ocular |
| collection | DOAJ |
| description | This study examined the naturalistic conversations of 62 parent-child dyads during informal learning at an aquarium and with a subsample at home. Children (Mage = 69.8 months) with their parents were observed and audio recorded while exploring an aquarium exhibit, and a subset of dyads returned recorded home conversations reminiscing about the aquarium visit. Parent-child conversations at the aquarium were coded for child science talk and a range of parent talk variables, and parent-child conversations at home were coded for child science talk and talk about the value of the aquarium visit. Results revealed that parents tended to use more elaborative statements compared to other talk types in the aquarium. Yet, the different types of questions and statements that parents used with their children at the aquarium differentially related to their children’s science talk in the aquarium and while reminiscing at home. Findings highlight often-overlooked types of parent talk that provide meaningful ways for families to engage in science and may lead to positive child learning outcomes. |
| first_indexed | 2024-12-10T21:41:44Z |
| format | Article |
| id | doaj.art-27a2bf506c694edb92253b815c4e9bca |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-10T21:41:44Z |
| publishDate | 2022-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-27a2bf506c694edb92253b815c4e9bca2022-12-22T01:32:29ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-08-011310.3389/fpsyg.2022.943648943648Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at homeGrace Ocular0Kimberly R. Kelly1Lizbeth Millan2Savannah Neves3Kateri Avila4Betina Hsieh5Claudine Maloles6Child Language Interactions and Memory Lab, Department of Teacher Education, California State University, Long Beach, Long Beach, CA, United StatesChild Language Interactions and Memory Lab, Department of Human Development, California State University, Long Beach, Long Beach, CA, United StatesChild Language Interactions and Memory Lab, Department of Human Development, California State University, Long Beach, Long Beach, CA, United StatesChild Language Interactions and Memory Lab, Department of Human Development, California State University, Long Beach, Long Beach, CA, United StatesChild Language Interactions and Memory Lab, Department of Human Development, California State University, Long Beach, Long Beach, CA, United StatesDepartment of Teacher Education, California State University, Long Beach, Long Beach, CA, United StatesChild Language Interactions and Memory Lab, Department of Human Development, California State University, Long Beach, Long Beach, CA, United StatesThis study examined the naturalistic conversations of 62 parent-child dyads during informal learning at an aquarium and with a subsample at home. Children (Mage = 69.8 months) with their parents were observed and audio recorded while exploring an aquarium exhibit, and a subset of dyads returned recorded home conversations reminiscing about the aquarium visit. Parent-child conversations at the aquarium were coded for child science talk and a range of parent talk variables, and parent-child conversations at home were coded for child science talk and talk about the value of the aquarium visit. Results revealed that parents tended to use more elaborative statements compared to other talk types in the aquarium. Yet, the different types of questions and statements that parents used with their children at the aquarium differentially related to their children’s science talk in the aquarium and while reminiscing at home. Findings highlight often-overlooked types of parent talk that provide meaningful ways for families to engage in science and may lead to positive child learning outcomes.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.943648/fullinformal STEM learningparent elaborationparent-child conversationsearly childhoodfunds of knowledge |
| spellingShingle | Grace Ocular Kimberly R. Kelly Lizbeth Millan Savannah Neves Kateri Avila Betina Hsieh Claudine Maloles Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at home Frontiers in Psychology informal STEM learning parent elaboration parent-child conversations early childhood funds of knowledge |
| title | Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at home |
| title_full | Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at home |
| title_fullStr | Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at home |
| title_full_unstemmed | Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at home |
| title_short | Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at home |
| title_sort | contributions of naturalistic parent child conversations to children s science learning during informal learning at an aquarium and at home |
| topic | informal STEM learning parent elaboration parent-child conversations early childhood funds of knowledge |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.943648/full |
| work_keys_str_mv | AT graceocular contributionsofnaturalisticparentchildconversationstochildrenssciencelearningduringinformallearningatanaquariumandathome AT kimberlyrkelly contributionsofnaturalisticparentchildconversationstochildrenssciencelearningduringinformallearningatanaquariumandathome AT lizbethmillan contributionsofnaturalisticparentchildconversationstochildrenssciencelearningduringinformallearningatanaquariumandathome AT savannahneves contributionsofnaturalisticparentchildconversationstochildrenssciencelearningduringinformallearningatanaquariumandathome AT kateriavila contributionsofnaturalisticparentchildconversationstochildrenssciencelearningduringinformallearningatanaquariumandathome AT betinahsieh contributionsofnaturalisticparentchildconversationstochildrenssciencelearningduringinformallearningatanaquariumandathome AT claudinemaloles contributionsofnaturalisticparentchildconversationstochildrenssciencelearningduringinformallearningatanaquariumandathome |