Parental Perceptions of STEM Enrichment for Young Children

Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception (N = 55) of the influences of a Saturday STEM enrichment...

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Bibliographic Details
Published in:Journal for the education of the gifted 2018-03, Vol.41 (1), p.5-23
Main Authors: Tay, Juliana, Salazar, Alissa, Lee, Hyeseong
Format: Article
Language:English
Subjects:
Academically Gifted
Barriers
Enrichment Activities
Kindergarten
Likert Scales
Parent Attitudes
Parent Surveys
Parents & parenting
Perceptions
Preschool Education
Program Effectiveness
Qualitative Research
STEM Education
Student Attitudes
Student Needs
Talent Development
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Summary:Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception (N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and kindergarten students and their attitudes toward STEM learning. Using survey data collected from 2013 to 2016, the authors studied parental comments about benefits, drawbacks, and memorable moments they observed from their children’s experiences during the program. These comments were analyzed qualitatively using NVivo, and three main themes were developed. The themes were children’s reactions to STEM learning, meeting the needs of young gifted learners, and learning beyond the classroom. These themes reinforced current literature in the field showing young children’s need for STEM education. Sadly, few opportunities for STEM-focused programming for young children exist.
ISSN:0162-3532
2162-9501
DOI:10.1177/0162353217745159