Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematics Skills
Identifieur interne : 001331 ( Pmc/Checkpoint ); précédent : 001330; suivant : 001332Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematics Skills
Auteurs : Brian N. Verdine ; Roberta Michnick Golinkoff ; Kathryn Hirsh-Pasek ; Nora S. Newcombe ; Andrew T. Filipowicz ; Alicia ChangSource :
- Child development [ 0009-3920 ] ; 2013.
Abstract
This study focuses on three main goals: First, 3-year-olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematics skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematics performance. Finally, the relationship between spatial assembly skill and socioeconomic status, gender, and parent-reported spatial language was examined. While children's performance did not differ by gender, lower-SES children were already lagging behind higher-SES children in block assembly. Furthermore, lower-SES parents reported using significantly fewer spatial words with their children.
Url:
DOI: 10.1111/cdev.12165
PubMed: 24112041
PubMed Central: 3962809
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Verdine</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Golinkoff, Roberta Michnick" sort="Golinkoff, Roberta Michnick" uniqKey="Golinkoff R" first="Roberta Michnick" last="Golinkoff">Roberta Michnick Golinkoff</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Hirsh Pasek, Kathryn" sort="Hirsh Pasek, Kathryn" uniqKey="Hirsh Pasek K" first="Kathryn" last="Hirsh-Pasek">Kathryn Hirsh-Pasek</name><affiliation><nlm:aff id="A2">Temple University</nlm:aff></affiliation></author><author><name sortKey="Newcombe, Nora S" sort="Newcombe, Nora S" uniqKey="Newcombe N" first="Nora S." last="Newcombe">Nora S. Newcombe</name><affiliation><nlm:aff id="A2">Temple University</nlm:aff></affiliation></author><author><name sortKey="Filipowicz, Andrew T" sort="Filipowicz, Andrew T" uniqKey="Filipowicz A" first="Andrew T." last="Filipowicz">Andrew T. Filipowicz</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Chang, Alicia" sort="Chang, Alicia" uniqKey="Chang A" first="Alicia" last="Chang">Alicia Chang</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">24112041</idno><idno type="pmc">3962809</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3962809</idno><idno type="RBID">PMC:3962809</idno><idno type="doi">10.1111/cdev.12165</idno><date when="2013">2013</date><idno type="wicri:Area/Pmc/Corpus">001656</idno><idno type="wicri:Area/Pmc/Curation">001656</idno><idno type="wicri:Area/Pmc/Checkpoint">001331</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematics Skills</title><author><name sortKey="Verdine, Brian N" sort="Verdine, Brian N" uniqKey="Verdine B" first="Brian N." last="Verdine">Brian N. Verdine</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Golinkoff, Roberta Michnick" sort="Golinkoff, Roberta Michnick" uniqKey="Golinkoff R" first="Roberta Michnick" last="Golinkoff">Roberta Michnick Golinkoff</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Hirsh Pasek, Kathryn" sort="Hirsh Pasek, Kathryn" uniqKey="Hirsh Pasek K" first="Kathryn" last="Hirsh-Pasek">Kathryn Hirsh-Pasek</name><affiliation><nlm:aff id="A2">Temple University</nlm:aff></affiliation></author><author><name sortKey="Newcombe, Nora S" sort="Newcombe, Nora S" uniqKey="Newcombe N" first="Nora S." last="Newcombe">Nora S. Newcombe</name><affiliation><nlm:aff id="A2">Temple University</nlm:aff></affiliation></author><author><name sortKey="Filipowicz, Andrew T" sort="Filipowicz, Andrew T" uniqKey="Filipowicz A" first="Andrew T." last="Filipowicz">Andrew T. Filipowicz</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author><author><name sortKey="Chang, Alicia" sort="Chang, Alicia" uniqKey="Chang A" first="Alicia" last="Chang">Alicia Chang</name><affiliation><nlm:aff id="A1">University of Delaware</nlm:aff></affiliation></author></analytic><series><title level="j">Child development</title><idno type="ISSN">0009-3920</idno><idno type="eISSN">1467-8624</idno><imprint><date when="2013">2013</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p id="P1">This study focuses on three main goals: First, 3-year-olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematics skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematics performance. Finally, the relationship between spatial assembly skill and socioeconomic status, gender, and parent-reported spatial language was examined. While children's performance did not differ by gender, lower-SES children were already lagging behind higher-SES children in block assembly. Furthermore, lower-SES parents reported using significantly fewer spatial words with their children.</p></div></front></TEI><pmc article-type="research-article"><pmc-comment>The publisher of this article does not allow downloading of the full text in XML form.</pmc-comment>
<pmc-dir>properties manuscript</pmc-dir>
<front><journal-meta><journal-id journal-id-type="nlm-journal-id">0372725</journal-id><journal-id journal-id-type="pubmed-jr-id">2917</journal-id><journal-id journal-id-type="nlm-ta">Child Dev</journal-id><journal-id journal-id-type="iso-abbrev">Child Dev</journal-id><journal-title-group><journal-title>Child development</journal-title></journal-title-group><issn pub-type="ppub">0009-3920</issn><issn pub-type="epub">1467-8624</issn></journal-meta><article-meta><article-id pub-id-type="pmid">24112041</article-id><article-id pub-id-type="pmc">3962809</article-id><article-id pub-id-type="doi">10.1111/cdev.12165</article-id><article-id pub-id-type="manuscript">NIHMS515592</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title-group><article-title>Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematics Skills</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Verdine</surname><given-names>Brian N.</given-names></name><xref ref-type="aff" rid="A1">1</xref></contrib><contrib contrib-type="author"><name><surname>Golinkoff</surname><given-names>Roberta Michnick</given-names></name><xref ref-type="aff" rid="A1">1</xref></contrib><contrib contrib-type="author"><name><surname>Hirsh-Pasek</surname><given-names>Kathryn</given-names></name><xref ref-type="aff" rid="A2">2</xref></contrib><contrib contrib-type="author"><name><surname>Newcombe</surname><given-names>Nora S.</given-names></name><xref ref-type="aff" rid="A2">2</xref></contrib><contrib contrib-type="author"><name><surname>Filipowicz</surname><given-names>Andrew T.</given-names></name><xref ref-type="aff" rid="A1">1</xref></contrib><contrib contrib-type="author"><name><surname>Chang</surname><given-names>Alicia</given-names></name><xref ref-type="aff" rid="A1">1</xref></contrib></contrib-group><aff id="A1"><label>1</label>University of Delaware</aff><aff id="A2"><label>2</label>Temple University</aff><author-notes><corresp id="FN1">Correspondence concerning this article should be addressed to Brian N. Verdine or Roberta M. Golinkoff, University of Delaware, School of Education, Willard Hall, Newark, DE, 19716. <email>verdine@udel.edu</email>. Phone: 615-584-1218; <email>roberta@udel.edu</email>. Phone: 302-831-1634</corresp></author-notes><pub-date pub-type="nihms-submitted"><day>27</day><month>9</month><year>2013</year></pub-date><pub-date pub-type="epub"><day>23</day><month>9</month><year>2013</year></pub-date><pub-date pub-type="ppub"><month>5</month><year>2014</year></pub-date><pub-date pub-type="pmc-release"><day>01</day><month>5</month><year>2015</year></pub-date><volume>85</volume><issue>3</issue><fpage>1062</fpage><lpage>1076</lpage><pmc-comment>elocation-id from pubmed: 10.1111/cdev.12165</pmc-comment>
<abstract><p id="P1">This study focuses on three main goals: First, 3-year-olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematics skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematics performance. Finally, the relationship between spatial assembly skill and socioeconomic status, gender, and parent-reported spatial language was examined. While children's performance did not differ by gender, lower-SES children were already lagging behind higher-SES children in block assembly. Furthermore, lower-SES parents reported using significantly fewer spatial words with their children.</p></abstract><kwd-group><kwd>spatial</kwd><kwd>geometry</kwd><kwd>mathematics</kwd><kwd>assembly</kwd><kwd>STEM</kwd><kwd>preschool</kwd><kwd>education</kwd></kwd-group></article-meta></front></pmc><affiliations><list></list><tree><noCountry><name sortKey="Chang, Alicia" sort="Chang, Alicia" uniqKey="Chang A" first="Alicia" last="Chang">Alicia Chang</name><name sortKey="Filipowicz, Andrew T" sort="Filipowicz, Andrew T" uniqKey="Filipowicz A" first="Andrew T." last="Filipowicz">Andrew T. Filipowicz</name><name sortKey="Golinkoff, Roberta Michnick" sort="Golinkoff, Roberta Michnick" uniqKey="Golinkoff R" first="Roberta Michnick" last="Golinkoff">Roberta Michnick Golinkoff</name><name sortKey="Hirsh Pasek, Kathryn" sort="Hirsh Pasek, Kathryn" uniqKey="Hirsh Pasek K" first="Kathryn" last="Hirsh-Pasek">Kathryn Hirsh-Pasek</name><name sortKey="Newcombe, Nora S" sort="Newcombe, Nora S" uniqKey="Newcombe N" first="Nora S." last="Newcombe">Nora S. Newcombe</name><name sortKey="Verdine, Brian N" sort="Verdine, Brian N" uniqKey="Verdine B" first="Brian N." last="Verdine">Brian N. Verdine</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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