Are Preschoolers Who Spontaneously Create Patterns Better in Mathematics?

Autor/inn/en	Wijns, Nore; De Smedt, Bert; Verschaffel, Lieven; Torbeyns, Joke
Titel	Are Preschoolers Who Spontaneously Create Patterns Better in Mathematics?
Quelle	In: British Journal of Educational Psychology, 90 (2020) 3, S.753-769 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wijns, Nore) ORCID (De Smedt, Bert) ORCID (Verschaffel, Lieven) ORCID (Torbeyns, Joke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12329
Schlagwörter	Preschool Children; Pattern Recognition; Mathematics Skills; Mathematics Achievement; Task Analysis; Spatial Ability; Short Term Memory + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mustererkennung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Aufgabenanalyse; Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis
Abstract	Background: Early patterning competence has recently been identified as an important precursor of mathematical development. Whereas the focus of this research has been on children's ability regarding repeating patterns, children might also differ in their spontaneous attention to patterns. Aims: The present study aimed to explore 4- to 5-year olds' Spontaneous Focusing On Patterns (SFOP) and its association with their patterning and mathematical ability. Sample: Participants were 378 children (M[subscript age] = 4 years 10 months; 191 boys) from 17 preschools. Methods: Spontaneous Focusing On Patterns was measured with a construction task in which children had to build a tower with 15 blocks of three different colours. The constructions of the children were grouped into three categories (i.e., pattern, random, and sorting). We additionally administered tasks assessing their patterning ability, mathematical ability, spatial ability, and visuospatial working memory. Results: When building a tower, 37% of the preschoolers spontaneously created a pattern, 49% made a random construction, and 14% sorted the blocks per colour. Preschoolers who spontaneously created a pattern had better patterning and mathematical ability than children in the random group. Group differences in patterning ability and spatial skills accounted for the difference in mathematical ability. Conclusions: The current data suggest that children's spontaneous attention to patterns is an important component of their mathematical ability. Children's spontaneous pattern constructions may provide opportunities to discuss and practice patterns in preschool settings or at home, but more research is required to further analyse the role of SFOP in early mathematical development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01