The connection between spatial skills and mathematics potentially begins as early as infancy ( Gallistel and Gelman, 1992), perhaps due to a shared common neural code between space and number within the intraparietal sulcus ( McCrink and Opfer, 2014 Hawes and Ansari, 2020). For example, there is a strong association between spatial skills and mathematics performance, a critical foundation of many STEM topics (e.g., Lubinski and Benbow, 1992 Casey et al., 2008 Mix and Cheng, 2012 Verdine et al., 2014a, c). Spatial skills are important for STEM learning, even from a young age. The results are discussed in terms of potential ways to implement digital spatial play apps that might engage children’s spatial skills and support their spatial and STEM learning. The present work shows that digital block play supports play behaviors similar to those supported by physical blocks, but whether and how digital block play facilitates spatial learning is still unknown. However, children’s spatial skills were not associated with their play in the app. Children actively manipulated the digital blocks, and there were differences in their block play by age and gender. We developed a coding scheme that measured children’s play behaviors in the app, and reliably detected individual differences in this play. Children completed a spatial skills assessment and played a popular digital block play app, Toca Blocks. We asked how 3- to 6-year-old children ( N = 117) engaged in digital block play and whether children’s age, gender, and spatial skills were correlated with this play. A growing genre of spatial play for young children is digital block play. Spatial play contributes to children’s early development of spatial skills, which are foundational for STEM achievement.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |