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Previous studies document associations between parents’ use of guided play strategies and children’s STEM skills. We extended existing research by exploring mediating mechanisms that may account for these links. Parents played with their preschool children (N=75; 49% girls, 51% boys; 94% White, 3% Black, 1% Biracial, 1% Asian, 1% Native American; Mage = 4.82 years), undertaking a building challenge. Videotaped play was coded for parents’ guiding STEM talk (density of math, spatial, and scientific inquiry language) and management strategy (high- vs. low-directiveness). Mediators included children’s STEM talk during play and self-regulated learning (assessed by executive function tests and examiner’s ratings of children’s task orientation). Structural equation models confirmed hypothesized mediated paths from parent STEM talk to child math (but not spatial) skills via child STEM talk, and from parent STEM talk and directiveness to child math and spatial skills via child self-regulated learning. We discuss implications for future research and intervention design. 

Parents boost STEM skills by scaffolding children’s attention and discovery during play, but many need support to do so. Using Human Centered Design (HCD) methods, we created activity kits fostering parents’ (a) involvement in and (b) valuing of parent-child play to promote preschoolers’ STEM skills. Study 1 documents how HCD methods informed the design of guided activity kits. In initial home visits, we videorecorded 6 parent-child dyads playing with basic building materials. Play revealed minimal parental STEM scaffolding and talk. Collaborating with 18 families and drawing on prior research, parent interviews, videotaped play sessions, and advisory-board members’ expertise, the interdisciplinary research team designed and refined activity kit prototypes. Study 2 was a randomized field test comparing use and evaluation of final guided kits (n=50) versus basic kits (n=25) which contained identical building materials and challenges but omitted scaffolding guides. Both groups received a kit by mail every other week for 10 weeks. Relative to parents given basic kits, parents given guided kits (a) reported significantly more sustained use of the kits across the 10 weeks, (b) felt more self-efficacy in fostering their child’s STEM learning, and (c) judged that their child had achieved greater STEM-skill learning from program use. 

Parents play a central role in supporting the early learning that positions young children for success when they enter formal schooling. For this reason, efforts to engage families in meaningful collaboration is a long-standing goal of high-quality early childhood education (ECE). Family-school engagement can take multiple forms; in this review we focus on universal preschool-based outreach strategies that help parents support growth in child social-emotional and self-regulation competencies and prepare them for the transition into formal schooling. Recent research has expanded understanding of the neurodevelopmental processes that underlie child school readiness, and the impact of parenting (and the social ecology affecting parenting) on those processes. These new insights have fueled innovation in preschool-based efforts to partner with and support parents, expanding and shifting the focus of that programming. In addition, new approaches to intervention design and delivery are emerging to address the pervasive challenges of reaching and engaging families, especially those representing diverse racial, ethnic, cultural, and socio-economic backgrounds. This paper reviews developmental research that underscores the importance of prioritizing child social-emotional learning (with attention to self-regulation and approaches to learning) in universal preschool-based parenting programs targeting young children. We highlight the intervention strategies used in programs with strong evidence of impact on child readiness and school adjustment based on randomized-controlled trials (RCTs). New directions in intervention design and delivery strategies are highlighted, with the hope of extending intervention reach and improving family engagement and benefit. 

The impact of a biological invasion on native communities is expected to be uneven across invaded landscapes due to differences in local abiotic conditions, invader abundance, and traits and composition of the native community. One way to improve predictive ability about the impact of an invasive species given variable conditions is to exploit known mechanisms driving invasive species' success. Invasive plants frequently exhibit allelopathic traits, which can be directly toxic to plants or indirectly impact them via disruption of root symbionts, including mycorrhizal fungi. The indirect mechanism – mutualism disruption – is predicted to impact plants that rely on mycorrhizas but not affect non‐mycorrhizal plant species. To assess whether invader‐driven mutualism disruption explains observed changes in native plant communities, we analyzed long‐term (1998–2018) plant cover data from forest plots across the state of Illinois. We evaluated native plant communities experiencing a range of abundance of invasive allelopathic garlic mustardAlliaria petiolataand varying environmental conditions. Consistent with the mutualism disruption hypothesis, we showed that as garlic mustard abundance increased over time in 0.25 m²sampling quadrats, the abundance of mycorrhizal plant species decreased, but non‐mycorrhizal plant species did not. Over space and time, garlic mustard abundance predicted plant abundances and diversity at the quadrat level, but this relationship was not present at a larger scale when quadrats were aggregated within sites. Garlic mustard's impact on the plant community was highly localized, yet it was as important as abiotic variables for predicting local plant diversity. We showed that garlic mustard abundance was a key predictor of patterns of plant diversity across invasion intensity and environmental heterogeneity in a way that is consistent with mutualism disruption. Our work indicates that the mutualism disruption hypothesis can provide generalizable predictions of the impacts of allelopathic invasive plants that are evident at a broad spatial scale.