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Parental involvement in STEM: Impact on preschoolers’ mathematical-computational thinking and creativity

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  • Hilal Ilknur Tunceli
  • Halil Cokcaliskan
  • Alper Yorulmaz
  • Hasan Zuhtu Okulu

Abstract

Parental involvement can support early cognitive skills, but its role in STEM education is not well understood. This study examines the impact of parental involvement in early childhood STEM education on mathematical-computational thinking and creativity in 5-year-old children. Using a quasi-experimental design, 28 preschoolers were divided into intervention and comparison groups. The intervention group participated in a 16-week structured STEM program, which included classroom activities and home-based tasks with parents. Data were collected using the Preschool Mathematical and Computational Thinking Observation Form and the Integrated Creative Test for Preschoolers-Creative Thinking Ability Section. Pretest scores showed group similarity, while post-test results revealed significant improvements in mathematical-computational thinking and creativity within the intervention group. Wilcoxon Signed Rank and Mann–Whitney U tests confirmed these findings, demonstrating a large effect size. The results highlight the importance of structured parental involvement in STEM education and provide insights into designing accessible home–school learning environments.

Suggested Citation

  • Hilal Ilknur Tunceli & Halil Cokcaliskan & Alper Yorulmaz & Hasan Zuhtu Okulu, 2026. "Parental involvement in STEM: Impact on preschoolers’ mathematical-computational thinking and creativity," The Journal of Educational Research, Taylor & Francis Journals, vol. 119(3), pages 239-252, May.
    • Handle: RePEc:taf:vjerxx:v:119:y:2026:i:3:p:239-252
    DOI: 10.1080/00220671.2025.2540889
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