Spatial Training Using Game Play in Preschoolers Improves Computational Skills

Autor/inn/en	Newman, Sharlene D.; Loughery, Erin; Ecklund, Ambur; Smothers, Marriah; Ongeri, Jefney
Titel	Spatial Training Using Game Play in Preschoolers Improves Computational Skills
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 2, S.252-258 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newman, Sharlene D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1969866
Schlagwörter	Spatial Ability; Preschool Children; Computation; Mathematics Skills; Toys; Perceptual Motor Coordination; Short Term Memory; Game Based Learning; Kindergarten; Low Income Students; Social Services; Federal Programs + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Toy; Spielzeug; Körperkoordination; Kurzzeitgedächtnis; Social service; Soziale Dienstleistung; Soziale Dienste
Abstract	Previous studies have found that block play results in better spatial ability which may lead to greater mathematical skills. The current study examined a specific type of block play, structured block play in which a copy of a block configuration is constructed. Structured block play is a difficult cognitive task that requires an understanding of spatial relations, hand-eye coordination, and spatial working memory among others. This preliminary study was designed to determine whether training using structured block play would lead to improvements in skills linked to mathematical thinking. Two groups of children participated in the study. One group played a competitive structured block building game once a week for 8 weeks. A control group was also tested. All participants completed a kindergarten readiness assessment before and after the 8-week period. Children in the block play group showed significant improvements in the computation module of the assessment, showing improvements in the "makes a set of objects smaller or larger" skills. No such effect was observed for the control group. The results presented demonstrate that young children can, with assistance, engage in structured block play and that they have cognitive benefits from such block building activities. (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