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Marcus M, Solis G, Sellars S, Haden CA. Promoting children's science, technology, engineering, and mathematics learning at home through tinkering and storytelling. Front Psychol 2023; 14:1146063. [PMID: 37207036 PMCID: PMC10189131 DOI: 10.3389/fpsyg.2023.1146063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Accepted: 03/29/2023] [Indexed: 05/21/2023] Open
Abstract
This study examined whether connecting storytelling and tinkering can advance early STEM (science, technology, engineering, and mathematics) learning opportunities for children. A total of 62 families with 4- to 10-year-old (M = 8.03) children were observed via Zoom. They watched a video invitation to tinker at home prepared by museum educators prior to tinkering. Then, half of the families were prompted to think up a story before tinkering (story-based tinkering group), whereas the other half were simply asked to begin tinkering (no-story group). Once they had finished tinkering, researchers elicited children's reflections about their tinkering experience. A subset of the families (n = 45) also reminisced about their tinkering experience several weeks later. The story instructions provided before tinkering engendered children's storytelling during tinkering and when reflecting on the experience. Children in the story-based tinkering group also talked the most about STEM both during tinkering, and subsequently when reminiscing with their parents about their tinkering experience.
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Affiliation(s)
- Maria Marcus
- Department of Psychology, Roosevelt University, Chicago, IL, United States
- *Correspondence: Maria Marcus,
| | - Graciela Solis
- Department of Psychology, Loyola University Chicago, Chicago, IL, United States
| | - Shelby Sellars
- Department of Psychology, Roosevelt University, Chicago, IL, United States
| | - Catherine A. Haden
- Department of Psychology, Loyola University Chicago, Chicago, IL, United States
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Jylänki P, Sipinen E, Mbay T, Sääkslahti A, Aunio P. Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers' Early Numeracy: A Pilot Intervention Study. INTERNATIONAL JOURNAL OF EARLY CHILDHOOD = REVUE INTERNATIONALE DE L'ENFANCE PRESCOLAIRE = REVISTA INTERNACIONAL DE LA INFANCIA PRE-ESCOLAR 2022; 55:131-154. [PMID: 35571603 PMCID: PMC9077984 DOI: 10.1007/s13158-022-00329-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/18/2022] [Indexed: 06/15/2023]
Abstract
The aim of this pilot study was to examine the immediate and long-term effects of an intervention program that aims to improve preschoolers' (N = 36, M = 4.49 years, SD = 0.35) early numeracy skills by combining the learning of numerical relational skills via story reading with fundamental motor skill practice. The intervention program was piloted with two study designs: a within-subject repeated-measures design with 18 children (study I), and a quasi-experimental study design with 18 children (study II). Children's early numeracy, symbolic magnitude processing, and fundamental motor skills were measured. Results demonstrated that children's early numeracy and especially numerical relational skills improved during the intervention, and the intervention had larger effects on children's early numeracy and numerical relational skills compared to the control period (study I) and control group (study II). Furthermore, the results from the delayed post-test demonstrated that the effects were maintained for 4.5-8 weeks after the intervention. These findings provide preliminary evidence that it is possible to support children's early numeracy skills with combined learning of numerical relational skills via story reading and fundamental motor skills despite the socioeconomic or language background, and narrow the gap between low- and average-performing children.
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Affiliation(s)
- Pinja Jylänki
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Elina Sipinen
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Theo Mbay
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Pirjo Aunio
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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Abdullah AH, Wahab RA, Mokhtar M, Atan NA, Halim NDA, Surif J, Zaid NM, Ashari ZM, Ibrahim NH, Kohar UHA, Hamzah MH, Rahman SNSA. DOES Sketchup Make Improve Students’ Visual-Spatial Skills? IEEE ACCESS 2022; 10:13936-13953. [DOI: 10.1109/access.2022.3147476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
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Eisen S, Matthews SE, Jirout J. Parents' and children's gendered beliefs about toys and screen media. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101276] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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White RE, Carlson SM. Pretending with realistic and fantastical stories facilitates executive function in 3-year-old children. J Exp Child Psychol 2021; 207:105090. [PMID: 33684892 DOI: 10.1016/j.jecp.2021.105090] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Revised: 12/31/2020] [Accepted: 01/08/2021] [Indexed: 11/28/2022]
Abstract
Fictional stories can affect many aspects of children's behavior and cognition, yet little is known about how they might help or hinder children's executive function skills. The current study investigated the role of story content (fantasy or reality) and mode of engagement with the story (pretense or a non-pretense control) on children's inhibitory control, an important component of early executive function. A total of 60 3-year-olds were randomly assigned to hear a fantastical or realistic story and were encouraged to engage in either pretense or a non-pretense activity related to the story. They then completed the Less Is More task of inhibitory control. Story content had no impact on children's inhibitory control; children performed equally well after hearing a fantastical or realistic story. However, children who engaged in story-related pretend play showed greater inhibitory control than those who engaged in a non-pretense activity. We found no interaction between story content and play engagement type. These results held when controlling for baseline inhibitory control, receptive vocabulary, age, gender, affect, and propensity toward pretense. Therefore, mode of play engagement with a story was more important in promoting children's inhibitory control skills than the degree of realism in the story.
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Affiliation(s)
- Rachel E White
- Hamilton College, Clinton, NY 13323, USA; University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA.
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Ribeiro LA, Casey B, Dearing E, Nordahl KB, Aguiar C, Zachrisson H. Early Maternal Spatial Support for Toddlers and Math Skills in Second Grade. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1717494] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Luisa A. Ribeiro
- The Norwegian Center for Child Behavioral Development, Norway
- Faculty of Education and Psychology, Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal
| | - Beth Casey
- Boston College, Lynch School of Education and Human Development
| | - Eric Dearing
- The Norwegian Center for Child Behavioral Development, Norway
- Boston College, Lynch School of Education and Human Development
| | | | - Cecília Aguiar
- Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisbon, Portugal
| | - Henrik Zachrisson
- The Norwegian Center for Child Behavioral Development, Norway
- Department of Special Needs Education, University of Oslo, Norway
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Casey BM, Lombardi CM, Pollock A, Fineman B, Pezaris E. Girls’ Spatial Skills and Arithmetic Strategies in First Grade as Predictors of Fifth-Grade Analytical Math Reasoning. JOURNAL OF COGNITION AND DEVELOPMENT 2017. [DOI: 10.1080/15248372.2017.1363044] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Hopkins EJ, Weisberg DS. The youngest readers’ dilemma: A review of children’s learning from fictional sources. DEVELOPMENTAL REVIEW 2017. [DOI: 10.1016/j.dr.2016.11.001] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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REFERENCES. Monogr Soc Res Child Dev 2017. [DOI: 10.1111/mono.12286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Zambrzycka J, Kotsopoulos D, Lee J, Makosz S. In any way, shape, or form? Toddlers' understanding of shapes. Infant Behav Dev 2017; 46:144-157. [PMID: 28142062 DOI: 10.1016/j.infbeh.2016.12.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2015] [Revised: 12/15/2016] [Accepted: 12/15/2016] [Indexed: 10/20/2022]
Abstract
Using the intermodal preferential looking paradigm, two-year-old children's ability to discriminate valid (typical and atypical) squares, rectangles, triangles, and circles from invalid distractors was examined. The cognitive and environmental factors that might predict this ability were also investigated. Two-year-old children (N=33) were able to discriminate squares, triangles, and circles, but not rectangles. No significant cognitive or environmental predictors of this ability were found. The results suggest that the ability to shape discriminate at age two is under considerable development and that other factors may be responsible for children's ability to discriminate shapes.
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Affiliation(s)
- Joanna Zambrzycka
- Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON, M5S 1V6, Canada.
| | - Donna Kotsopoulos
- Wilfrid Laurier University, 75 University Ave West, Waterloo, ON, N2L 3C5, Canada.
| | - Joanne Lee
- Wilfrid Laurier University, 75 University Ave West, Waterloo, ON, N2L 3C5, Canada.
| | - Samantha Makosz
- Wilfrid Laurier University, 75 University Ave West, Waterloo, ON, N2L 3C5, Canada.
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Blums A, Belsky J, Grimm K, Chen Z. Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement. JOURNAL OF COGNITION AND DEVELOPMENT 2016. [DOI: 10.1080/15248372.2016.1228652] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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van den Heuvel-Panhuizen M, Elia I, Robitzsch A. Effects of reading picture books on kindergartners' mathematics performance. EDUCATIONAL PSYCHOLOGY 2016; 36:323-346. [PMID: 26855457 PMCID: PMC4720050 DOI: 10.1080/01443410.2014.963029] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2013] [Accepted: 08/29/2014] [Indexed: 06/04/2023]
Abstract
This article describes a field experiment with a pretest-posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners' mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys.
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Affiliation(s)
- Marja van den Heuvel-Panhuizen
- Faculty of Science & Faculty of Social and Behavioural Sciences, Freudenthal Institute for Science and Mathematics Education, Utrecht University, Utrecht, The Netherlands
| | - Iliada Elia
- Department of Education, University of Cyprus, Nicosia, Cyprus
| | - Alexander Robitzsch
- Federal Institute for Education Research, Innovation and Development of the Austrian School System, Salzburg, Austria
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Drelinga E, Iliško D, Zariņa S. The Textbook “Rita, Raitis and Numbers” by J. Mencis (Sen.) and D. Draviņa for the Pre-school Learners. PEDAGOGIKA 2015. [DOI: 10.15823/p.2015.046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
The article presents the analyses of the textbook for the primary school children in math “Rita, Raitis and numbers” designed by J. Mencis (Sen.) and D. Draviņa who emphasize the importance of developing basic math notions for the primary school children as seen in the context of sustainable education. This is essential to recognize the importance of teaching basics that need to be developed at the primary stage of education in preparing children for school. The aim of the study is to offer a detailed study of methods offered by J. Mencis (Sen.) and D. Draviņa for pre-school children and its applicability nowadays. The authors offer suggestions about the most efficient approaches in teaching math for the primary school children. The book designed in 90’s is still efficient today. Therefore, the authors present a detailed analysis of the methods and contents of the school subject suggested by the scientist J. Mencis for the contemporary purposes in preparing children for schools. The authors have used a content analysis to study how the interests and the needs of girls and boys are being met in stories, revealed in the content of exercises and in the choice of hand-outs. Particular attention in this study has been paid to a representation of the role of family in preparing children for school, as well as to a gender dimension in the textbook. The main research problem is to reveal the suitability of the textbook for the purposes of a contemporary pupil. The aim of the study is to prove that the contribution of J. Mencis (Sen.) and D. Draviņa in teaching math is of national value and how it corresponds to the criteria of a contemporary textbook. The objectives of the study is to 1) explore gender portrayal in the book, 2) its suitability of us by the families in training the child for the schools, as well as 3) the plot of the textbook and it’s suitability for children. The book has been used by several generations of teachers, it corresponds to the criteria required for the contemporary textbook in math, and can serve as bases for further use.
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Jirout JJ, Newcombe NS. Building Blocks for Developing Spatial Skills: Evidence From a Large, Representative U.S. Sample. Psychol Sci 2015; 26:302-10. [DOI: 10.1177/0956797614563338] [Citation(s) in RCA: 143] [Impact Index Per Article: 15.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
There is evidence suggesting that children’s play with spatial toys (e.g., puzzles and blocks) correlates with spatial development. Females play less with spatial toys than do males, which arguably accounts for males’ spatial advantages; children with high socioeconomic status (SES) also show an advantage, though SES-related differences in spatial play have been less studied than gender-related differences. Using a large, nationally representative sample from the standardization study of the Wechsler Preschool and Primary Scale of Intelligence–Fourth Edition, and controlling for other cognitive abilities, we observed a specific relation between parent-reported frequency of spatial play and Block Design scores that was invariant across gender and SES. Reported spatial play was higher for boys than for girls, but controlling for spatial play did not eliminate boys’ relative advantage on this subtest. SES groups did not differ in reported frequency of spatial play. Future research should consider quality as well as quantity of play, and should explore underlying mechanisms to evaluate causality.
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Flevares LM, Schiff JR. Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children's literature. Front Psychol 2014; 5:459. [PMID: 24904475 PMCID: PMC4033191 DOI: 10.3389/fpsyg.2014.00459] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2014] [Accepted: 04/29/2014] [Indexed: 12/03/2022] Open
Abstract
In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children’s mathematics learning and interest have been documented (Hong, 1996; O’Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children’s understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children’s literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children’s books in mathematics activities and for teacher training.
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Affiliation(s)
- Lucia M Flevares
- Department of Teaching and Learning, The Ohio State University Columbus, OH, USA
| | - Jamie R Schiff
- Department of Teaching and Learning, The Ohio State University Columbus, OH, USA
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Spatial skills as a predictor of first grade girls' use of higher level arithmetic strategies. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2012.08.001] [Citation(s) in RCA: 54] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Abstract
Video game enthusiasts spend many hours at play, and this intense activity has the potential to alter both brain and behavior. We review studies that investigate the ability of video games to modify processes in spatial cognition. We outline the initial stages of research into the underlying mechanisms of learning, and we also consider possible applications of this new knowledge. Several experiments have shown that playing action games induces changes in a number of sensory, perceptual, and attentional abilities that are important for many tasks in spatial cognition. These basic capacities include contrast sensitivity, spatial resolution, the attentional visual field, enumeration, multiple object tracking, and visuomotor coordination and speed. In addition to altering performance on basic tasks, playing action video games has a beneficial effect on more complex spatial tasks such as mental rotation, thus demonstrating that learning generalizes far beyond the training activities in the game. Far transfer of this sort is generally elusive in learning, and we discuss some early attempts to elucidate the brain functions that are responsible. Finally, we suggest that studying video games may contribute not only to an improved understanding of the mechanisms of learning but may also offer new approaches to teaching spatial skills.
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Affiliation(s)
- Ian Spence
- Department of Psychology, University of Toronto
| | - Jing Feng
- Department of Psychology, University of Toronto
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Casey BM, Andrews N, Schindler H, Kersh JE, Samper A, Copley J. The Development of Spatial Skills Through Interventions Involving Block Building Activities. COGNITION AND INSTRUCTION 2008. [DOI: 10.1080/07370000802177177] [Citation(s) in RCA: 120] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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