Associations of 3-Year-Olds' Block-Building Complexity with Later Spatial and Mathematical Skills

Autor/inn/en	Bower, Corinne; Odean, Rosalie; Verdine, Brian N.; Medford, Jelani R.; Marzouk, Maya; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy
Titel	Associations of 3-Year-Olds' Block-Building Complexity with Later Spatial and Mathematical Skills
Quelle	(2020), (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Bower, Corinne) ORCID (Odean, Rosalie) ORCID (Verdine, Brian N.) ORCID (Hirsh-Pasek, Kathy) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1080/15248372.2020.1741363
Schlagwörter	Preschool Children; Difficulty Level; Spatial Ability; Mathematics Skills; Child Behavior; Individual Differences; Accuracy; Play; Toys; Prediction; Peabody Picture Vocabulary Test; Wechsler Preschool and Primary Scale of Intelligence; Woodcock Johnson Tests of Cognitive Ability; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schwierigkeitsgrad; Räumliches Vorstellungsvermögen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Individueller Unterschied; Spiel; Toy; Spielzeug; Vorhersage; WIAT; Eignungsprüfung; Eignungstest
Abstract	Block-building skills at age 3 are related to spatial skills at age 5 and spatial skills in grade school are linked to later success in science, technology, engineering, and mathematics (STEM) fields. Though studies have focused on block-building behaviors and design complexity, few have examined these variables in relation to future spatial and mathematical skills or have considered how children go about copying the model in detail. This study coded 3-year-olds' (N = 102) block-building behaviors and structural complexity on 3-D trials of the "Test of Spatial Assembly" (TOSA). It explored whether individual differences in children's building behaviors and the complexity of their designs related to accuracy in copying the model block structures or their spatial and mathematical skills at ages 4 and 5. Our findings reveal that block-building behaviors were associated with concurrent and later spatial skills while structural complexity was associated with concurrent and later spatial skills as well as concurrent mathematics skills. Future work might teach children to engage in the apparently successful block-building strategies examined in this research to evaluate a potential causal mechanism. [This is the online version of an article published in "Journal of Cognition and Development" (ISSN 1524-8372). For the final published version of this article, see EJ1259849.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01