Affiliation:
1. Learning Research and Development Center Pittsburgh Pennsylvania USA
2. Department of Psychology Dietrich School of Arts and Sciences Pittsburgh Pennsylvania USA
3. Department of Health and Human Development, School of Education University of Pittsburgh Pittsburgh Pennsylvania USA
Abstract
AbstractChildren's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, Mage = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.
Funder
Eunice Kennedy Shriver National Institute of Child Health and Human Development
James S. McDonnell Foundation
Subject
Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health
Cited by
1 articles.
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