Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 1 of 1
Full-Text Articles in Entire DC Network
Parental Spatial Input During Parent-Child Interactions: A Two-Dimensional Versus A Three-Dimensional Learning Experience, Ariel Ho
Theses and Dissertations (Comprehensive)
Children’s spatial ability is predictive of their future achievement in many academic and occupational domains, including science, technology, engineering, and mathematics (STEM; e.g., Wai at el., 2009). During the early years, experiences such as hearing spatial language (e.g., Ferrara et al., 2011) and engaging in spatial activities with three-dimensional (3D) blocks or puzzles (e.g., Casey et al., 2008) are found to facilitate children’s spatial learning. Other than 3D toys, the use of two-dimensional (2D) touchscreen media (e.g., iPads®) by young children has been on the rise (e.g., Rideout, 2013). Technology has become part of children’s daily activities and …