The Impact of Individual Differences, Types of Model and Social Settings on Block Building Performance among Chinese Preschoolers

The Use of a Novel Term Helps Preschoolers Learn the Concept of Angle: An Intervention Study With Chinese Preschool Children

Angle is an important concept in geometry. Young children have difficulty separating angle size from other dimensions such as the length of angle sides, perhaps due to whole-object bias in word learning. The present study used the pre-test-training-post-test design to investigate the effectiveness of two ways of separating angle from angle size in 3-6-year-old Chinese preschoolers. A total of 228 children were given a pre-test and 219 of them failed the crucial test. 168 of the 219 children were present at school during the training phase and were randomly assigned to three groups: the "toma" group (n = 57), which received training to call the whole angle figure as "toma" and angle size as angle size; the "angle/angle size" group (n = 56), which received the training of separating "angle" from "angle size"; and the control group (n = 55), which used "angle size" alone to represent both the overall angle figure and angle size. Results showed that the "toma" group improved significantly more than the other two groups, the latter of which did not differ from each other. These results suggest that it is insufficient to have two separate words/phrases (angle and angle size) for children to learn to differentiate angle from angle size, perhaps due to their shared usage of the word angle. Instead, the use of a novel term is necessary and sufficient to improve learning. Implications for preschool education are discussed.

Spatial Skills Associated With Block-Building Complexity in Preschoolers

Block building is a popular play activity among young children and is also used by psychologists to assess their intelligence. However, little research has attempted to systematically explore the cognitive bases of block-building ability. The current study (N = 66 Chinese preschoolers, 32 boys and 34 girls; mean age = 4.7 years, SD = 0.29, range = 3.4 to 5.2 years) investigated the relationships between six measures of spatial skills (shape naming, shape recognition, shape composition, solid figure naming, cube transformation, and mental rotation, with the former four representing form perception and the latter two representing visualization) and block-building complexity. Correlation results showed that three of the four measures of form perception (shape naming, shape recognition, and shape composition) were significantly and positively correlated with block-building complexity, whereas the two measures of visualization were not. Results from regression models indicated that shape recognition and shape composition, as well as shape-recognition-by-gender interaction, were unique predictors of children's block-building complexity. These findings provide preliminary evidence for the basic spatial skills underlying children's block-building complexity and have implications for classroom instructions aimed at improving preschoolers' block-building complexity.

The Development of Spatial Representation Through Teaching Block-Building in Kindergartners

This study investigated the effects of the teaching block-building intervention on overall spatial representation and its three sub-forms, namely linguistic, graphic and model representations, in kindergartners. Eighty-four children (39 girls and 45 boys), aged 5–6 years old, were randomly selected and equally divided into two groups, i.e., experimental group and control group. The experimental group received the intervention of teaching block-building for 14 weeks (45 min each time, once a week), while children in the control group freely played with blocks for the equivalent time. Children’s spatial representation performances were measured in both pre- and post-tests by the Experimental Tasks of Spatial Representation for Children. The results showed that: (1) teaching block-building could promote not only the overall spatial representation but also all three sub-forms of spatial representations; (2) there was no gender differences regarding the effect of teaching block-building on neither the overall nor three sub-forms of spatial representations; (3) after the intervention, the diversity of children’s choices regarding the use of sub-forms spatial representations was also promoted in the experimental group. In summary, these results contributed to a comprehensive and systematic understanding of the effects of teaching block-building on spatial representation among children in kindergartens.

The Development and Measurement of Block Construction in Early Childhood: A Review

Children’s block building has long been a focus of psychological research, in part because block building skills are thought to be useful indicators of other abilities such as representational thinking. Block building skills are assumed to progress through developmental stages and a number of measures have been developed to assess these skills. In this article, we critically review the literature on two topics related to children’s block building. First, we examine the literature on developmental changes in block play with a focus on the approximate age trends for various block construction abilities. Second, we provide an overview of the scales used to assess block construction complexity such as the Block Building Measure, Building Performance Coding, and Block Structure Complexity Scoring Instrument and propose a conceptual model of the skills involved in block building. Based on this review, we recommend ways to refine existing research methods, improve scale validity, and combine different indices to establish a more comprehensive measure of children’s block construction.