Parent interactions during stem play linked with preschooler’s stem skills: direct and indirect pathways
Open Access
Author:
Mannweiler, Morgan
Graduate Program:
Psychology
Degree:
Master of Science
Document Type:
Master Thesis
Date of Defense:
November 02, 2023
Committee Members:
Karen Linn Bierman, Thesis Advisor/Co-Advisor Lynn S. Liben, Committee Member Kristin Buss, Program Head/Chair Kristin Buss, Committee Member
Keywords:
Preschool Parenting Early STEM Skills Early Math Skills Early Spatial Skills Parent-child Relationship
Abstract:
The preschool years represent an important period for math and spatial skill development. Prior research suggests that parent interactions during STEM activities with their preschool children contribute to child skill acquisition, but the nature of this influence is understudied. Observing 75 preschool children (49% female; Mage = 4.82 years) engaging in a creative building challenge with a parent (93% mothers), this study examined links between two aspects of parent interaction style (STEM-related talk, directiveness) and child math and spatial skills. Comprehensive structural equation models explored direct and indirect pathways, exploring the possibility that direct links were mediated by child use of STEM-related talk and child approaches to learning (executive function skills and task orientation). Structural equation models revealed direct pathways from parent directiveness to child math skills. In addition, indirect pathways linked parent STEM talk to child math skills mediated by child STEM talk and linked parent directiveness to child math and spatial skills mediated by approaches to learning. These findings can inform the design of interventions that support parent play strategies to cultivate the STEM skill development of their young children.
