Exploring the foundations of science interest development in early childhood Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/7s75df58d

Descriptions

Attribute NameValues
Creator
Abstract or Summary
  • There is growing evidence that children develop science-related interests in early childhood, before they enter school, and that these interests may have long-term implications for science participation and achievement. Although researchers have made headway in describing interest development in the preschool years, little is currently known about the proximal processes influencing early childhood interests and how these relate to other more distal factors, such as parent beliefs and attitudes. To address this gap, I conducted a two-phase, mixed-method study, involving an initial cross-sectional survey of Head Start parents and caregivers, followed by an in-depth, qualitative investigation of seven Head Start mothers and their four-year-old daughters. The goal of the study was to systematically document the ongoing proximal processes potentially driving young children's developing science-related interests, as well as the contextual factors shaping these processes. Over the course of two to three months, mothers in phase 2 were interviewed twice and videotaped interacting with their daughters in four different science-rich contexts, inside and outside the home. Analysis of data from both phases was used to develop a revised co-regulation model of early childhood science-related interest development. Building on prior work, the revised model explicates the proximal processes during parent-child interactions that likely drive interest development, draws attention to important distal and contextual factors, and posits four critical feedback loops previously implicit in other theories. The model outlines important hypotheses for future research and suggests promising strategies for Head Start and low-income families to support their young children's developing science-related interests.
Resource Type
Date Available
Date Copyright
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Committee Member
Non-Academic Affiliation
Keyword
Subject
Rights Statement
Peer Reviewed
Language
Replaces
Additional Information
  • description.provenance : Submitted by Scott Pattison (pattisos@onid.orst.edu) on 2014-12-18T18:43:38Z No. of bitstreams: 1 PattisonScottA2014.pdf: 1621351 bytes, checksum: 50c650fb5a33c1ffe12bb573a0ebfd80 (MD5)
  • description.provenance : Made available in DSpace on 2014-12-30T21:34:23Z (GMT). No. of bitstreams: 1 PattisonScottA2014.pdf: 1621351 bytes, checksum: 50c650fb5a33c1ffe12bb573a0ebfd80 (MD5) Previous issue date: 2014-11-21
  • description.provenance : Approved for entry into archive by Julie Kurtz(julie.kurtz@oregonstate.edu) on 2014-12-19T19:49:34Z (GMT) No. of bitstreams: 1 PattisonScottA2014.pdf: 1621351 bytes, checksum: 50c650fb5a33c1ffe12bb573a0ebfd80 (MD5)
  • description.provenance : Approved for entry into archive by Laura Wilson(laura.wilson@oregonstate.edu) on 2014-12-30T21:34:23Z (GMT) No. of bitstreams: 1 PattisonScottA2014.pdf: 1621351 bytes, checksum: 50c650fb5a33c1ffe12bb573a0ebfd80 (MD5)

Relationships

Parents:

This work has no parents.

Last modified

Downloadable Content

Download PDF

Items