How Parent Explanation Changes What Children Learn from Everyday Scientific Thinking.

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Talking Shape: Parental Language with Electronic versus Traditional Shape Sorters. (2015, unknown): “…that suggests that the quality of parent–child interactions have long-term impacts in a variety of domains, including language (Hart & Risley, 1995), conceptual understanding (Fender & Crowley, 2007), numerical cognition (Gunderson & Levine, 2011), and spatial cognition (Pruden et al., 2011).”
Parent Guidance of Young Children’s Scientific and Mathematical Reasoning in a Science Museum (2016, background): “Developmental theories and emerging evidence indicate that through sustained conversations and joint participation with adults in everyday activities, young children learn to observe, describe, question, predict, compare, experiment, evaluate and reflect, important components of their developing sci”