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The Resource Links between spatial and mathematical skills across the preschool years, Brian N. Verdine, University of Delaware, Roberta Michnick Golinkoff, University of Delaware, Kathy Hirsh-Pasek, Temple University, and Nora S. Newcombe, Temple University ; with commentary by Drew H. Bailey

Links between spatial and mathematical skills across the preschool years, Brian N. Verdine, University of Delaware, Roberta Michnick Golinkoff, University of Delaware, Kathy Hirsh-Pasek, Temple University, and Nora S. Newcombe, Temple University ; with commentary by Drew H. Bailey

Creator
Author
Contributor
Summary
Understanding the development of spatial skills is important for improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, & Steiger, 2010). Children use spatial skills to understand the world and can practice them via spatial assembly activities like puzzles or blocks. These skills have been linked to success in subjects like mathematics (Mix & Cheng, 2012) and science (Pallrand & Seeber, 1984; Pribyl & Bodner, 1987). This monograph sought to answer four questions about early spatial development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in early mathematical skills. Executive function skills further predict mathematical performance and individual differences, specifically socio-economic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences
Language
eng
Work
Publication
Extent
149 pages
Contents
  • Spatial skills, their development, and their links to mathematics
  • Methods for longitudinal study of preschool spatial and mathematical skills
  • Results: considering the 2-D and 3-D trials of the TOSA separately and together
  • Results: links between spatial assembly, later spatial skills, and concurrent and later mathematical skills
  • Results: individual difference factors in spatial and mathematical skills
  • Discussion and implications: how early spatial skills predict later spatial and mathematical skills
  • Commentary. Causal inference and the spatial-math link in early childhood / Drew H. Bailey
Isbn
9781119402503
Instance
Label
Links between spatial and mathematical skills across the preschool years
Title
Links between spatial and mathematical skills across the preschool years
Statement of responsibility
Brian N. Verdine, University of Delaware, Roberta Michnick Golinkoff, University of Delaware, Kathy Hirsh-Pasek, Temple University, and Nora S. Newcombe, Temple University ; with commentary by Drew H. Bailey
Creator
Contributor
Author
Writer of added commentary
Subject
Genre
Language
eng
Summary
Understanding the development of spatial skills is important for improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, & Steiger, 2010). Children use spatial skills to understand the world and can practice them via spatial assembly activities like puzzles or blocks. These skills have been linked to success in subjects like mathematics (Mix & Cheng, 2012) and science (Pallrand & Seeber, 1984; Pribyl & Bodner, 1987). This monograph sought to answer four questions about early spatial development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in early mathematical skills. Executive function skills further predict mathematical performance and individual differences, specifically socio-economic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences
Member of
Cataloging source
YDX
http://library.link/vocab/creatorName
Verdine, Brian N.
Illustrations
illustrations
Index
index present
LC call number
BF723.A25
LC item number
V47 2017
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorName
  • Golinkoff, Roberta M.
  • Hirsh-Pasek, Kathy
  • Newcombe, Nora
  • Bailey, Drew H.
Series statement
Monographs of the Society for Research in Child Development,
Series volume
serial no. 324, vol. 82, no. 1, 2017
http://library.link/vocab/subjectName
  • Spatial ability in children
  • Mathematical ability in children
  • Preschool children
  • Preschool tests
  • Early childhood education
Label
Links between spatial and mathematical skills across the preschool years, Brian N. Verdine, University of Delaware, Roberta Michnick Golinkoff, University of Delaware, Kathy Hirsh-Pasek, Temple University, and Nora S. Newcombe, Temple University ; with commentary by Drew H. Bailey
Instantiates
Publication
Copyright
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Spatial skills, their development, and their links to mathematics -- Methods for longitudinal study of preschool spatial and mathematical skills -- Results: considering the 2-D and 3-D trials of the TOSA separately and together -- Results: links between spatial assembly, later spatial skills, and concurrent and later mathematical skills -- Results: individual difference factors in spatial and mathematical skills -- Discussion and implications: how early spatial skills predict later spatial and mathematical skills -- Commentary. Causal inference and the spatial-math link in early childhood / Drew H. Bailey
Control code
ocn971524110
Dimensions
23 cm.
Extent
149 pages
Isbn
9781119402503
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations (some color)
System control number
(OCoLC)971524110
Label
Links between spatial and mathematical skills across the preschool years, Brian N. Verdine, University of Delaware, Roberta Michnick Golinkoff, University of Delaware, Kathy Hirsh-Pasek, Temple University, and Nora S. Newcombe, Temple University ; with commentary by Drew H. Bailey
Publication
Copyright
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Spatial skills, their development, and their links to mathematics -- Methods for longitudinal study of preschool spatial and mathematical skills -- Results: considering the 2-D and 3-D trials of the TOSA separately and together -- Results: links between spatial assembly, later spatial skills, and concurrent and later mathematical skills -- Results: individual difference factors in spatial and mathematical skills -- Discussion and implications: how early spatial skills predict later spatial and mathematical skills -- Commentary. Causal inference and the spatial-math link in early childhood / Drew H. Bailey
Control code
ocn971524110
Dimensions
23 cm.
Extent
149 pages
Isbn
9781119402503
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations (some color)
System control number
(OCoLC)971524110

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