Early puzzle play: a predictor of preschoolers' spatial transformation skill.

@article{Levine2012EarlyPP,
  title={Early puzzle play: a predictor of preschoolers' spatial transformation skill.},
  author={Susan C. Levine and Kristin Ratliff and Janellen Huttenlocher and Joanna E. Cannon},
  journal={Developmental psychology},
  year={2012},
  volume={48 2},
  pages={
          530-42
        }
}
Individual differences in spatial skill emerge prior to kindergarten entry. However, little is known about the early experiences that may contribute to these differences. The current study examined the relation between children's early puzzle play and their spatial skill. Children and parents (n = 53) were observed at home for 90 min every 4 months (6 times) between 2 and 4 years of age (26 to 46 months). When children were 4 years 6 months old, they completed a spatial task involving mental… Expand
View on PubMed
europepmc.org
235 Citations
Highly Influential Citations
14
Background Citations
56
Methods Citations
3
Results Citations
9

Figures, Tables, and Topics from this paper

235 Citations

Citation Type

Citation Type

Early Maternal Spatial Support for Toddlers and Math Skills in Second Grade
ABSTRACT The aim of this study is to investigate whether maternal spatial support during two types of joint manipulative toy play tasks with 2-year-old children was longitudinally associated with… Expand
Children's exposure to spatial language promotes their spatial thinking.
TLDR
4-year-old children's experience with spatial language during play can transfer to promote their mental rotation and show that the facilitative effects of spatial language on spatial cognition are not restricted to the context in which the spatial language is provided. Expand
Preschoolers' broad mathematics experiences with parents during play.
TLDR
There was more overall math exploration during card and bead play than during block play, with the greatest parent support during card play, and children's exploration of space and patterns related moderately to their concurrent spatial and pattern skills. Expand
Children's spatial thinking: does talk about the spatial world matter?
TLDR
It is found that parents vary widely in the amount of spatial language they use with their children during everyday interactions, and that children who produce more spatial language are more likely to perform better on spatial problem solving tasks at a later age. Expand
Building Blocks for Developing Spatial Skills: Evidence From a Large, Representative U.S. Sample
TLDR
There is evidence suggesting that children’s play with spatial toys correlates with spatial development, and a specific relation between parent-reported frequency of spatial play and Block Design scores that was invariant across gender and SES is observed. Expand
Improving Preschoolers' Mathematical Performance: The Nature of Spatial Input by Early Childhood Educators
Early spatial abilities are related to a number of positive academic outcomes such as success in geometry and chemistry domains in later adulthood (Delgado & Prieto, 2004; Stieff, 2007). Further,… Expand
Effects of a Classroom Intervention With Spatial Play Materials on Children’s Object and Viewer Transformation Abilities
TLDR
The value of spatial play in the classroom for the spatial development of children between 8 and 10 years of age is supported. Expand
Spatial Thinking in Term and Preterm-Born Preschoolers: Relations to Parent–Child Speech and Gesture
TLDR
It is found that while term and preterm-born children as a group did not differ in the mental transformation or block design performance, children varied widely in their performance within each group, highlighting the unique contributions of speech and gesture in communicating spatial information and predicting children's spatial performance. Expand
One brick at a time: Building a developmental profile of spatial abilities.
TLDR
The brick-building task (BBT) is a game-like, 3D, interactive task that could be used to examine the biological and/or environmental factors that affect the early development of visuospatial abilities. Expand
Deconstructing building blocks: preschoolers' spatial assembly performance relates to early mathematical skills.
TLDR
3-year-olds' spatial assembly skills are probed using interlocking block constructions and a detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Expand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 80 REFERENCES
Children's spatial thinking: does talk about the spatial world matter?
TLDR
It is found that parents vary widely in the amount of spatial language they use with their children during everyday interactions, and that children who produce more spatial language are more likely to perform better on spatial problem solving tasks at a later age. Expand
The relationship of preschool children's cognitive style to their play preferences
Children (300) ages three to five were tested for their cognitive style and their play preferences were observed and recorded. Reliability and validity estimates were obtained on the measures and… Expand
The importance of gesture in children's spatial reasoning.
TLDR
The more children gestured about moving the pieces when asked to explain how they solved the spatial transformation task, the better they performed on the task, with boys gesturing about movement significantly more (and performing better) than girls. Expand
Preschool Children's Cognitive Style and Their Selection of Academic Areas in Their Play.
Children (1276) ages three to five were tested for their cognitive style and their play was observed and recorded. Reliability and validity estimates were obtained on the measures and procedures. A… Expand
Children’s Play Preferences, Construction Play with Blocks, and Visual-spatial Skills: Are they Related?
Fifty-one preschoolers’ play preferences, skills at assembling block structures, and spatial abilities were recorded in this study. There were no sex differences in children’s visual-spatial skills,… Expand
The Story Behind Parent-child Book-reading Interactions: Specific Relations to Later Language and Reading Outcomes.
TLDR
The goal in this paper is to explore the roots of the differences children display in their oral language and reading skills in early grades, and whether parent-child book-reading interactions at child ages 2;2 and 2;6 (yrs;mos) help explain the variation in children’s oral languageand reading skills during early elementary school. Expand
Relational language and the development of relational mapping
TLDR
It is found that hearing language for spatial relations facilitated children's mapping performance, consistent with the explanation that language bolsters children's spatial encodings, which in turn supports their mapping performance. Expand
Improving Children's Mental Rotation Accuracy With Computer Game Playing
TLDR
It is implied that computer-based instructional activities can be used in schools to enhance children's spatial abilities after playing computer games that entailed MR skills. Expand
Socioeconomic Status Modifies the Sex Difference in Spatial Skill
TLDR
The finding that the male spatial advantage is sensitive to variations in SES provides a challenge to this assumption, and has implications for a successful explanation of the sex-related difference in spatial skill. Expand
Toys, spatial ability, and science and mathematics achievement: Are they related?
This review of research examines the possible relationships among children's toy playing habits, spatial abilities, and their science and mathematics achievements. Only studies that made use of… Expand
...
1
2
3
4
5
...