Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 2 of 2
Full-Text Articles in Developmental Psychology
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 …
Improving Preschoolers' Mathematical Performance: The Nature Of Spatial Input By Early Childhood Educators, Joanna Zambrzycka
Improving Preschoolers' Mathematical Performance: The Nature Of Spatial Input By Early Childhood Educators, Joanna Zambrzycka
Theses and Dissertations (Comprehensive)
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, more advanced spatial abilities in early adolescence predicts engagement and success in science, technology, engineering, and mathematics (STEM) occupations in later adulthood (Shea, Lubinski, & Benbow, 2001). There is a wealth of research that links spatial abilities to overall mathematics achievement in both adults (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995) and children (e.g., Holmes, Adams, & Hamilton, 2008).
Adult input positively impacts children’s subsequent spatial and mathematical development. Parental …