Abstract Scientific literacy in early years can support children’s higher learning skills, such as logical thinking, problem-solving and conscious decision-making. Additionally, they can independently apply their scientific learning in a new context. The literature suggests that children’s scientific learning can be achieved with the support of adults, such as educators and parents. However, limited studies have examined how parents’ science knowledge and understanding, confidence, and science practices at home contribute to children’s scientific literacy development. This article explores parental science knowledge and understanding, confidence, and science play practices at home regarding children’s (4–5 years old) scientific literacy development. Customising the P-TABS instrument, this study collected self-reported responses from parents using a survey procedure at two preschool centres in New South Wales, Australia. Findings indicate a largely positive positioning of parents regarding their knowledge, understanding, and confidence in science learning and activities at home to foster children’s scientific literacy. Parents provide the necessary materials to their children at home and participate in several science activities with their children; however, their engagement in explaining scientific phenomena and applying scientific concepts during play was reported to be lower. Parents also expressed a need for more guidance from educators to enhance children’s scientific literacy through home science play activities. The study contributes to the broader literature on scientific literacy in the early years by offering a nuanced understanding of parental views, which highlights the strengths of resource provision and play participation, and identifies the limitations of their science explanations and engagement with children’s science play.
Roy et al. (2026) studied this question.