'We Practise Every Day': Parents' Attitudes towards Early Science Learning and Education among a Sample of Urban Families in Ireland

Autor/inn/en	Gilligan, Therese; Lovett, Judy; McLoughlin, Eilish; Murphy, Clíona; Finlayson, Odilla; Corriveau, Kathleen; McNally, Sinéad
Titel	'We Practise Every Day': Parents' Attitudes towards Early Science Learning and Education among a Sample of Urban Families in Ireland
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 6, S.898-910 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilligan, Therese) ORCID (McLoughlin, Eilish) ORCID (Murphy, Clíona) ORCID (Corriveau, Kathleen) ORCID (McNally, Sinéad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2020.1836588
Schlagwörter	Parent Attitudes; Scientific Attitudes; Value Judgment; Parent Education; Workshops; Young Children; Science Education; Preschool Education; Science Activities; Parent Child Relationship; Science Interests; Self Efficacy; Gender Differences; Urban Areas; Foreign Countries; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Elternverhalten; Werturteil; Parents education; Elternbildung; Elternschule; Lernwerkstatt; Schulung; Frühe Kindheit; Naturwissenschaftliche Bildung; Pre-school education; Vorschulerziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Urban area; Stadtregion; Ausland
Abstract	Educational policies increasingly emphasise early childhood science engagement. As key influencers in children's early learning, parents (n = 85) attending a science workshop in three urban schools in Ireland were surveyed regarding their attitudes towards science. Seventy per cent of parents believed that science education should begin in the pre-school years, before the age of four. Despite high levels of education, at least half of the parents expressed some lack of confidence in talking about, and in doing science with, their young children. Parents who reported less confidence in doing science activities with their children also reported reduced frequency of activities for five out of the seven science learning opportunities listed. Mothers, compared to fathers, reported less confidence in doing science activities with their children. Findings indicate that parents' confidence in science may impact early science experiences and highlight parents as a key support for increasing early science engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01