We are teachers too: family use of the Conceptual PlayWorld model for toddler STEM learning

It is well understood in the literature that both parents and teachers have the capacity to play a powerful role in STEM learning. Whilst the shared nature of this responsibility has been identified, the vast majority of studies continue to focus on the STEM-related pedagogical practices of educators. Little is known about how parents create conditions for conceptual development. Given that these interactions influence long-term academic outcomes, more knowledge is required about the pedagogical practices of families, including what motivates these practices and why they are effective. The present paper addresses this gap in understanding by studying how families introduce STEM to their children. Digital video observations (25.5 h) captured the parent–child play interactions of two toddlers (14 and 15 m), both within their shared playgroup setting and their respective family homes. Researchers introduced Conceptual PlayWorlds (a theoretically informed model used by educators to inform STEM interactions) as an intervention into everyday family practice. We report that parents were motivated to use the approach and became conscious of their STEM interactions. Specifically, they began using exploratory and scientific language. We theorise that the model can inform family STEM pedagogy in home contexts as well as formal education settings.