Literaturnachweis - Detailanzeige
Autor/inn/en | Gold, Zachary S.; Elicker, James; Kellerman, Ashleigh M.; Christ, Sharon; Mishra, Aura A.; Howe, Nina |
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Titel | Engineering Play, Mathematics, and Spatial Skills in Children with and without Disabilities |
Quelle | In: Early Education and Development, 32 (2021) 1, S.49-65 (17 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-9289 |
DOI | 10.1080/10409289.2019.1709382 |
Schlagwörter | Mathematics Skills; Numeracy; Spatial Ability; Geometric Concepts; STEM Education; Preschool Children; Correlation; Play; Disabilities; Manipulative Materials; Instructional Effectiveness; Skill Development; School Readiness; At Risk Persons; Federal Programs; Engineering; Disadvantaged Youth Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Räumliches Vorstellungsvermögen; Elementare Geometrie; STEM; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Spiel; Handicap; Behinderung; Hilfsmittel; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Readiness for school; School ability; Schulreife; Risikogruppe; Maschinenbau; Benachteiligter Jugendlicher |
Abstract | Research Findings: Engineering play is a new framework for understanding constructive block building as a design process. The current study examined associations between engineering play with wooden unit blocks and mathematics and spatial skills of children with and without disabilities. Participants included 110 preschoolers (44% female; 25% children with disabilities), ages 49-72 months (M = 58.47, SD = 4.46), from the Midwest United States. A confirmatory factor analysis resulted in one engineering play factor including six of the nine engineering play behaviors with good model fit. Correcting for nesting and controlling for demographic covariates in marginal regression models, there was a significant positive association between engineering play and spatial horizontal rotation skills, [beta] = 0.19. Moderation analyses revealed a significant positive association between engineering play and geometry for children with disabilities, [beta] = 0.28. Practice or Policy: Findings provide initial evidence that engineering play is related to mathematics and spatial development and may be an important educational approach for supporting cognitive skills and school readiness in typically developing children and children with disabilities. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |