Caregivers’ Multiple Roles in Supporting their Child through an Engineering Design Project (Fundamental)

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

“…In recent years, an increasing number of scholars have examined family participation in out‐of‐school engineering programs and home‐based experiences grounded in engineering opportunities (e.g., Simpson, Kim, & Yang, 2021; Simpson, Maltese, et al, 2021; Simpson, Yang, et al, 2021; Tolbert Smith et al, 2022; Verdín et al, 2021). This research as a collective highlights the value of parent–child engagement in engineering contexts outside the school environment, including outcomes such as an increase in problem‐solving abilities (J. Kim & Kim, 2021), development of creative and independent thinking as engineers (Knox, Paul, et al, 2022; Knox, Simpson, et al, 2022), heightened interest in engineering (S. Pattison, Svarovsky, et al, 2020), cultivation of engineering identity (Simpson & Knox, 2022), parental awareness of the engineering field (Knox, Paul, et al, 2022; Knox, Simpson, et al, 2022), engagement in math and science concepts (Simpson, Kim, & Yang, 2021; Simpson, Maltese, et al, 2021; Simpson, Yang, et al, 2021), and fostering of foundational knowledge of engineering concepts and processes (Pagano et al, 2020; Svarovsky et al, 2017). For instance, S. Pattison, Svarovsky, et al (2020) investigated the development of engineering‐related interests as 15 families with preschool‐aged children participated in an engineering program (e.g., storybook take‐home activity kits) provided by their local Head Start organization.…”

“…As parents and caregivers engage in out‐of‐school engineering contexts with their children, they enact a variety of roles to support, position, and/or hinder their child(ren)'s engagement and participation in the engineering design process (e.g., Barron et al, 2009; Roque et al, 2016; Simpson, Kim, & Yang, 2021; Simpson, Maltese, et al, 2021; Simpson, Yang, et al, 2021; Tolbert Smith et al, 2022). These roles are typically viewed along a continuum from adult‐centered (e.g., the adult provides hands‐on support to the child) to learner‐centered (e.g., the child explores on his or her own) (Dickens et al, 2016; Sadka & Zuckerman, 2017).…”

“…These roles are typically viewed along a continuum from adult‐centered (e.g., the adult provides hands‐on support to the child) to learner‐centered (e.g., the child explores on his or her own) (Dickens et al, 2016; Sadka & Zuckerman, 2017). For example, Simpson, Yang, et al, 2021 identified 12 parent roles framed along two intersecting continuums: (a) active or passive interactions and (b) more or less verbal and/or nonverbal communication. The observer role involved passive interactions and passive acts of communication as parents observed and/or listened to their child while creating a prototype or engaging in dialogue with another.…”

Fortitude in frustration, failure: Exploring emotional responses within an at-home elementary engineering program.

“…Within STEM, parent-child dialogue and interaction often enhance curiosity and interest in STEM disciplines [8] and can elicit behaviors and emotions like question asking and experience sharing [8], [9], [10]. Even though parents and children spend a significant amount of time together, contributing to the unique influence that parents may have, studies focused on parent experiences with teaching and learning STEM content in the home are only beginning to emerge (e.g., [11], [12]). Very few studies have investigated parent perceptions of children's emotional responses (e.g., feelings of failure, frustration), and reactions to these expressions, in home environments.…”

Caregivers’ Roles in Supporting Children’s Engagement in Engineering Activities at Home (Fundamental)

“…Family cultural practices shape children's beliefs, knowledge, interactions, and inquiry practices [4], [5], [6], [7]. Parents, grandparents, and other caregivers value STEM education [8] and play a large part in shaping their children's STEM experiences, dispositions, identities, interests, and practices [9], [10], [11], [12], [13]. As such, caregivers provide a valuable resource to their children and have the potential to bring unique contributions to the process of learning engineering, especially in the home context.…”