Parent Explanation and Preschoolers' Exploratory Behavior and Learning in a Shadow Exhibition

Autor/inn/en	Van Schijndel, Tessa J. P.; Raijmakers, Maartje E. J.
Titel	Parent Explanation and Preschoolers' Exploratory Behavior and Learning in a Shadow Exhibition
Quelle	In: Science Education, 100 (2016) 1, S.153-178 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21193
Schlagwörter	Parent Child Relationship; Correlation; Preschool Children; Nonverbal Communication; Measures (Individuals); Child Behavior; Theater Arts; Observation; Science Activities; Science Fairs; Exhibits; Scientific Concepts; Attribution Theory; Learning Processes + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Messdaten; Theaterwissenschaft; Beobachtung; Learning process; Lernprozess
Abstract	The present study fills a gap in existing visitor research by focusing on the preschool age group. The study explores relationships between parent explanation, children's exploratory behavior, and their domain-specific learning in a shadow exhibition. In addition, the effect of a preceding theater show on child and parent behaviors is examined. In the study, parent-child pairs were observed while playing in a science center exhibition illustrating physical principles of shadows. Parent explanation was scored on a number of domain-general categories, such as causal explanations, evidence descriptions, and content-related directions. Preschoolers' exploratory behavior and learning were quantified by using nonverbal measures. The Exploratory Behavior Scale was used to assess children's exploration of the physical environment. Children's learning was assessed in the knowledge domain of shadow size. Results showed a positive relationship between one type of parent explanation, evidence descriptions, and preschoolers' exploratory behavior. No positive relationships between children's exploration and their domain-specific learning or between parent explanation and children's domain-specific learning were found. Last, theater attendance was found to affect children's learning on shadow size. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01