Children’s engagement in science, technology, engineering, and mathematics (STEM) is fundamental to developing scientific literacy. Informal learning environments, such as children’s museums, are a robust setting for fostering STEM engagement, particularly through parent-child interaction. Although the role of STEM learning has been frequently documented in informal learning environments, how children are engaged by STEM topics and STEM’s relation to children’s everyday lives has not been equally well studied. In this article, I suggest that there are ways that parent-child interaction during informal learning opportunities can relate to children’s engagement in STEM activities. A fundamental mechanism underlying this relation is how parents support children’s autonomy as they play together. Parent-child interaction relates to children’s STEM engagement not only in situ but also in how they generalize that behavior to their everyday activities, which opens up promising new lines of research.
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