The relationship between mothers’ scientific attitude and young children’s process skills: the mediating effect of mothers’ scientific interaction

This study investigated the relationship between mothers' scientific attitudes and young children's process skills, focusing on the mediating role of mothers' scientific interactions. Participants were 202 children aged 4-5 years and their mothers from 10 early childhood institutions in Seoul and Gyeonggi Provinces. While mothers' scientific attitudes did not directly correlate with children's process skills, they showed a significant indirect effect through scientific interactions. Mothers' scientific interactions can enhance children's process skills, and more positive maternal scientific attitudes are linked to higher interaction levels. These findings highlight the need for science education programmes that engage parents and children together and encourage practical scientific interactions at home. This study emphasizes the significance of mothers' scientific attitudes and interactions in developing children's scientific skills and guides for future science education.