Links between spatial and mathematical skills across the preschool years

Resource Information

The work Links between spatial and mathematical skills across the preschool years represents a distinct intellectual or artistic creation found in Swedenborg Library, Bryn Athyn College. This resource is a combination of several types including: Work, Language Material, http://bibfra.me/vocab/marc/Manuscript, Books.

Label

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

• Verdine, Brian N., (Brian Nicholas)

Contributor

• Hirsh-Pasek, Kathy
• Golinkoff, Roberta M.
• Newcombe, Nora
• Bailey, Drew H.

Author

• Verdine, Brian N., (Brian Nicholas)
• Golinkoff, Roberta M.
• Newcombe, Nora
• Hirsh-Pasek, Kathy

Writer of added commentary

• Bailey, Drew H.

Subject

• Early childhood education
• Mathematical ability in children
• Preschool children -- Longitudinal studies
• Preschool tests
• Spatial ability in children -- Longitudinal studies

Genre

• Longitudinal studies

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

• Monographs of the Society for Research in Child Development, v. 82, no. 1

Cataloging source

YDX

Illustrations

illustrations

Index

index present

LC call number

BF723.A25

LC item number

V47 2017

Literary form

non fiction

Nature of contents

bibliography

Series statement

Monographs of the Society for Research in Child Development,

Series volume

serial no. 324, vol. 82, no. 1, 2017