Ata-Aktürk, A.Demircan, H.O.2024-08-012024-08-012024.01.010256-8543https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=dspace_ku&SrcAuth=WosAPI&KeyUT=WOS:001275349500001&DestLinkType=FullRecord&DestApp=WOS_CPLhttps://hdl.handle.net/20.500.12597/33468This qualitative case study explores how parental involvement (PI) in earlyengineering education (EEE) of 5- to 6-year-old children provided througha school-based program reflected on Turkish parents’ perspectives regardingthree themes: 1) engineering, 2) EEE, and 3) PI in EEE. Data were collectedfrom 13 parents through pre- and post-interviews and reflective journals.Findings revealed that, after their involvement in the program activities,parents tended to define engineering as related to problem-solving andfacilitating daily life and perceive the contributions of EEE to children morecomprehensively. After participating in the program, parents reporteda more expanded perception of alternative ways of supporting their chil-dren’s EEE through PI. Findings also indicated that parents’ perceived lifecontexts might constitute a barrier to PI in EEE, and parents need moreguidance on providing effective scaffolding for their children’s EEE.eninfo:eu-repo/semantics/openAccessEarly childhood educationearly engineering educationparental involvementparents' perspectivesSTEM educationArticle10.1080/02568543.2024.23798540012753495000012150-2641