Use self-guiding STEM activity kits for parent-child play to boost some parents' STEM talk¶

Strategy · All strategies
Evidence · 4 claims (2 for, 2 mixed) · 1 study (1 causal), q1 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article recommends self-guiding STEM activity kits designed for parent-child play as a support that helps parents incorporate STEM talk during guided play. It concludes that "Self-guiding STEM activity kits designed for parent-child play are effective for boosting some parents’ STEM talk that has been linked to better STEM outcomes in prior research." The strategy targets parents who may need support to incorporate STEM vocabulary and scientific inquiry talk.

Design Implications¶

Context¶

Requirements¶

• Kits must include guidance features such as embedded stories, parent tips, and extension ideas rather than construction materials alone

Constraints¶

• The benefit was limited to some parents — specifically those with less formal education — and no main effect appeared on STEM talk or directive management overall

Target Learners¶

• parents of preschool-aged children

Target Learning Goals¶

• increasing parents' STEM talk (STEM vocabulary and scientific inquiry) during joint play

Claims¶

• Adults can promote young children's STEM skill learning during guided play but may need support to incorporate STEM talk and reduce directive management [+W]
• Guided activity kits increased STEM talk only among parents with less formal education, relative to basic kits [~M]
• Guided activity kits showed no main effect on parents' STEM talk or directive management during parent-child building play [~M]
• Parent STEM talk has been linked to better child STEM outcomes in prior research, per the authors [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Karen L. Bierman, Lynn S. Liben, Meg Small, Jennifer Connell, Brenda Heinrichs, Jessica Menold, Scarlett Rae Miller, Morgan Mannweiler. (2025). Guided activity kits impact parents’ scaffolding of child STEM play. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102082