I think you have touched on a huge part of parent influence: exposure and example. My parents made so many things in so many materials. We are all tool and equipment hounds.
My childhood was rich with clay, dirt, wood, fabric, fibres of Angora rabbit, dog and sheep, spun then knitted, or unspun and felted. I did not watch my dad closely with his carving, but I have adopted how he has learned: researching through people or books, trying to do it himself and improving through iteration.
It is funny, my mom has a wonderful aesthetic sensibility and has always struggled with identifying as an artist because her work ‘wasn’t good enough.’ She took an on-line course with my brother on animal anatomy and even though she has early stages of Alzheimers, and couldn’t recall doing the lessons, she was improving through practice applying the instructions.
She got so fed up with our tv addiction, she put it out in the garage (that had only wood heating) and confessed to feeling so guilty when she saw me in my parka jumping up and down and rubbing my arms to stay warm (I didn’t learn to light the fire). I am so grateful for that limitation. If I’m alone, I never turn on the tv. My husband always has the tv on and I escape the noise by going to my studio.
I sometimes still have a cringe when I say I am an artist, but I’m working on losing that. I did not say I was a good artist, or a mature artist. I often say I am a baby artist, just in first stages because it has been only the last couple of years I have had a studio and dedicate time weekly if not daily to developing my works.
I also think it’s really important to allow for open exploration, for process rather than product. I started a topic for Kindergarten STEAM and posted a link for teachers’ process and I love the way they approach feedback. It is so respectful of individual growth and so aware of how sharing our preferences as adults can smother student’s views or creativity.
This is an area I really struggle with: stopping myself from being helpful and solving things for kids, or stopping my spontaneous reaction of ‘ohh that’s lovely.’ I really like to respond, "What do you think? with the instruction to step back and look at it from distance’ when kids ask me if their work is good. This whole feedback loop is really important. How do we discuss what we see and how the elements (scale, value, colour, line, shape, texture, composition) play on our perception of the piece?
Constraints and boredom also come to mind.