The Early Construction of Spatial Attention: Culture, Space, and Gesture in Parent-Child Interactions

Autor/inn/en	McCrink, Koleen; Caldera, Christina; Shaki, Samuel
Titel	The Early Construction of Spatial Attention: Culture, Space, and Gesture in Parent-Child Interactions
Quelle	In: Child Development, 89 (2018) 4, S.1141-1156 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12781
Schlagwörter	Spatial Ability; Attention; Parent Child Relationship; Interaction; Nonverbal Communication; Toddlers; Caregiver Child Relationship; Intergenerational Programs; Video Technology; Critical Viewing; Visual Aids; Lateral Dominance; Cultural Differences; Foreign Countries; Preschool Education; United States; Israel + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Aufmerksamkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Non-verbal communication; Nonverbale Kommunikation; Infant; Infants; Toddler; Kleinkind; Fernsehkritik; Anschauungsmaterial; Hemisphärendominanz; Kultureller Unterschied; Ausland; Pre-school education; Vorschulerziehung; USA
Abstract	American and Israeli toddler-caregiver dyads (mean age of toddler = 26 months) were presented with naturalistic tasks in which they must watch a short video (N = 97) or concoct a visual story together (N = 66). English-speaking American caregivers were more likely to use left to right spatial structuring than right to left, especially for well-ordered letters and numbers. Hebrew-speaking Israeli parents were more likely than Americans to use right to left spatial structuring, especially for letters. When constructing a pictorial narrative for their children, Americans were more likely to place pictures from left to right than Israelis. These spatial structure biases exhibited by caregivers are a potential route for the development of spatial biases in early childhood, before children have developed automatic reading and writing habits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01