ECPN Student Poster Contestant: Improving Parenting to Promote School Readiness: An Evaluation of the Fun with Math and Science Public Library Program

Introduction: Public libraries provide a unique context for promoting children’s early academic skills important for their later school success by providing innovative programming designed to support caregivers as their child’s first and best teacher (Kilman, 2013; Roberson, 2015). Using interactive formats, libraries can provide caregivers with the skills to enhance multiple school readiness domains, including math and science (MS). However, scant research has examined these programs in libraries. This study presents preliminary evidence on the effectiveness of a six-week caregiver-child interactive education program (Fun with Math and Science; FMS) on caregiver attitudes regarding MS in childhood.

Methods: This study utilized caregiver responses (N=115) to pre- and post-test questionnaires in a single sample design within one large public library system. The six-week program was offered 13 times throughout the year (fall, winter, spring). Most children (M age= 3.58, SD = .83) attended with their mothers (80%); the rest attended with another caregiver (e.g., father, grandparent, nanny). Most families identified as White (60%), Hispanic (18.3%), or Asian Indian (15.7%). Pre- and post-test questions assessed caregivers’ program-specific beliefs and behaviors for supporting young children’s MS learning, as well as parenting styles and child outcomes.

Pre- and post-test change was examined in two complementary ways: 1) Repeated measures general linear models were conducted in Mplus v.8; and 2) A quasi-experimental approach, comparing the post-test scores of fall/winter participants with the pre-test scores from spring participants (i.e., comparison group). All analyses controlled for course quality, program attendance, and caregiver/child characteristics

Results: From pre- to post-test, caregivers reported that they asked more open-ended questions, utilized more everyday opportunities to incorporate MS into their child’s routines, felt more prepared to support their child’s MS education, found it less difficult to find opportunities at home to develop MS skills, and more strongly agreed that children learn MS concepts best through play. Additionally, parents reported increased levels of prosociality in their children. The quasi-experimental analyses revealed a similar pattern of results, providing additional evidence of program effectiveness.

Discussion: This study provides initial evidence of the effectiveness of the FMS program in promoting caregiver involvement in children’s early MS learning. Results have implications for promoting young children’s school readiness in community spaces, such as the library. The quasi-experimental findings heighten the rigor of the study and present a model for future analyses using a single group pre-post design.