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Head Start children’s science experiences in the home and community
Early Childhood Research Quarterly ( IF 3.815 ) Pub Date : 2020-09-28 , DOI: 10.1016/j.ecresq.2020.09.004
Hope K. Gerde , Arianna E. Pikus , KyungSook Lee , Laurie A. Van Egeren , Melissa S. Quon Huber

Families make important contributions to children’s learning across multiple developmental domains by providing quality educational experiences in the home and community. Until now, it was unknown what resources low-income families provide at home and in their communities to support early childhood science education and how families’ own self-efficacy and beliefs about science and background characteristics relate to the opportunities they provide. The present study interviewed 300 parents, diverse in race/ethnicity, of Head Start children ages 4–5 years about the opportunities they provided in their home and community to support early science learning. In addition, families completed the Attitudes Toward Science Survey to identify their self-efficacy and beliefs about science. Results identified wide variation in the resources families provided in the home (e.g., toys, books, technology) and in the community (e.g., visits to park, nature center, zoo); families with more positive beliefs and higher self-efficacy for science were more likely to offer materials at home and access community resources to support science learning. In addition, child gender, family ethnicity and home language explained some of the variation in family supports for science. Implications of this work point to important investments in science education to be made by schools which leverage what families do at home.



中文翻译:

在家庭和社区中领先儿童的科学经验

通过在家庭和社区中提供优质的教育体验,家庭为儿童在多个发展领域的学习做出了重要贡献。到目前为止,还不知道低收入家庭在家庭和社区中提供了哪些资源来支持幼儿科学教育,以及家庭自身的自我效能以及对科学和背景特征的信仰如何与他们提供的机会有关。本研究采访了300名4-5岁的初学者儿童,他们在种族和民族方面各不相同,他们在家庭和社区中提供了支持早期科学学习的机会。此外,家庭完成了对科学的态度调查,以确定他们的自我效能和对科学的信念。结果表明,家庭(例如玩具,书籍,技术)和社区(例如参观公园,自然中心,动物园)提供的资源家庭差异很大;对科学抱有更积极信念和更高自我效能的家庭更有可能在家中提供资料并获得社区资源来支持科学学习。此外,儿童的性别,家庭种族和家庭语言也解释了家庭对科学的支持存在差异。这项工作的含义表明,学校将利用家庭在家中所做的事情来对科学教育进行重大投资。对科学抱有更积极信念和更高自我效能的家庭,更有可能在家中提供资料并获得社区资源来支持科学学习。此外,儿童的性别,家庭种族和家庭语言也解释了家庭对科学的支持存在差异。这项工作的含义表明,学校将利用家庭在家中所做的事情来对科学教育进行重大投资。对科学抱有更积极信念和更高自我效能的家庭更有可能在家中提供资料并获得社区资源来支持科学学习。此外,儿童的性别,家庭种族和家庭语言也解释了家庭对科学的支持存在差异。这项工作的含义表明,学校将利用家庭在家中所做的事情来对科学教育进行重大投资。

更新日期:2020-09-28
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