Block Play and Mathematics Learning in Preschool: The Effects of Building Complexity, Peer and Teacher Interactions in the Block Area, and Replica Play Materials

Autor/inn/en	Trawick-Smith, Jeffrey; Swaminathan, Sudha; Baton, Brooke; Danieluk, Courtney; Marsh, Samantha; Szarwacki, Monika
Titel	Block Play and Mathematics Learning in Preschool: The Effects of Building Complexity, Peer and Teacher Interactions in the Block Area, and Replica Play Materials
Quelle	In: Journal of Early Childhood Research, 15 (2017) 4, S.433-448 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X16664557
Schlagwörter	Play; Manipulative Materials; Toys; Teacher Student Relationship; Peer Relationship; Preschool Children; Preschool Education; Video Technology; Coding; Social Development; Predictor Variables; Mathematics Skills; Skill Development; Interaction; Measures (Individuals); Multiple Regression Analysis; Pretests Posttests; Observation + Suchen Sie Ihr Suchwort? Spiel; Hilfsmittel; Toy; Spielzeug; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Codierung; Programmierung; Soziale Entwicklung; Prädiktor; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Interaktion; Messdaten; Beobachtung
Abstract	Block play has been included in early childhood classrooms for over a century, yet few studies have examined its effects on learning. Several previous investigations indicate that the complexity of block building is associated with math ability, but these studies were often conducted in adult-guided, laboratory settings. In the present investigation, the relationship of block play variables to both the complexity of block structures and math learning was studied in naturalistic free play settings. A total of 41 preschool children were videorecorded playing with blocks. Time in blocks, number of structures built, levels of social participation, frequency of teacher interactions, percentage of buildings without replica play toys, and structure complexity were coded. Findings indicated that level of social participation and percentage of structures built without toys predicted the complexity of children's buildings. This building complexity was, in turn, associated with growth in math learning, as measured by Tools for Early Assessment in Mathematics. Based on these findings, a path model was constructed to hypothesize causal relationships between block play features, structure complexity, and math learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01