There are many experiences that exist in the home environment that provide opportunities for engineering learning to occur; however, these connections may not be evident to everyone. In particular there are both agents (parents, peers, and others) and artifacts (media, toys, games, etc.) that help facilitate the opportunity for children to engage informally in engineering. While a majority of time is spent outside of formal environments, minimal amounts of research exist on the extent to which children and learners of all ages are able to take part in the engineering learning opportunities that exist in everyday life and the home environment.
