925
Views
11
CrossRef citations to date
0
Altmetric

References

  • Ansari, D. (2008). Effects of development and enculturation on number representation in the brain. Nature Reviews Neuroscience, 9(4), 278–291. doi:10.1038/nrn2334
  • Arnold, D. H., & Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology, 54(1), 517–545. doi:10.1146/annurev.psych.54.111301.145442
  • Bachot, J., Gevers, W., Fias, W., & Roeyers, H. (2005). Number sense in children with visuospatial disabilities: Orientation of the mental number line. Psychology Science, 47(1), 172–183. Retrieved from http://www.pabst-publishers.de/psychology-science/1-2005/ps_1_2005_172-183.pdf
  • Bayley, N. (1969). Manual for the Bayley scales of infant development. New York, NY: Psychological Corporation.
  • Borriello, G. A., & Liben, L. S. (2017). Encouraging maternal guidance of preschoolers’ spatial thinking during block play. Child Development. doi:10.1111/cdev.12779
  • Bower, C., Zimmermann, L., Verdine, B., Toub, T. S., Islam, S., Foster, L., & Golinkoff, R. M. (2020). Piecing together the role of a spatial assembly intervention in preschoolers’ spatial and mathematics learning: Influences of gesture, spatial language, and socioeconomic status. Developmental Psychology, 56(4), 686–698. doi:10.1037/dev0000899
  • Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). John Wiley & Sons Inc.
  • Caldera, Y. M., Culp, A. M., O’Brien, M., Truglio, R. T., Alvarez, M., & Huston, A. C. (1999). Children’s play preferences, construction play with blocks, and visual-spatial skills: Are they related? International Journal of Behavioral Development, 23(4), 855–872. doi:10.1080/016502599383577
  • Casey, B. M., Andrews, N., Schindler, H., Kersh, J. E., Samper, A., & Copley, J. (2008). The development of spatial skills through interventions involving block building activities. Cognition and Instruction, 26(3), 269–309. doi:10.1080/07370000802177177
  • Casey, B. M., & Bobb, B. (2003). The power of block building. Teaching Children Mathematics, 10(2), 98–102. Retrieved from http://search.proquest.com/openview/63a7714983a6260c47ad40caabf75ab6/1?pq-origsite=gscholar&cbl=32876
  • Chatterjee, A. (2008). The neural organization of spatial thought and language. Seminars in Speech and Language, 29(3), 226–238. doi:10.1055/s-0028-1082886
  • Child Trends. (2015). Early school readiness: Indicators of child and youth well-being. Child Trends Databank.
  • Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the building blocks project. Journal for Research in Mathematics Education, 136–163. doi:10.2307/30034954
  • Cross, C. T., Woods, T. A., & Schweingruber, H. (Eds.). (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: The National Academies Press. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED536446
  • de Hevia, M. D., & Spelke, E. S. (2009). Spontaneous mapping of number and space in adults and young children. Cognition, 110(2), 198–207. doi:10.1016/j.cognition.2008.11.003
  • Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive Neuropsychology, 20(3–6), 487–506. doi:10.1080/02643290244000239
  • Dunn, D. M., & Dunn, L. M. (2007). Peabody picture vocabulary test—4th edition. Bloomington, MN: Pearson Assessments.
  • Forman, G. E. (1982). A search for the origins of equivalence concepts through a microanalysis of block play. In G. E. Forman (Ed.), Action and thought: From sensorimotor schemes to symbolic operations, (pp. 97–135). New York, NY: Academic Press.
  • Gesell, A. (1925). The mental growth of the pre-school child. Oxford, England: Macmillan.
  • Ginsburg, H. P., Lee, J. S., Pappas, S., & Rosenfeld, D. (2010). A comprehensive mathematics assessment for preschool-age children. Presented at the Biennial Meeting of the Head Start Research Conference, Washington, DC.
  • Göbel, S., Walsh, V., & Rushworth, M. F. S. (2001). The mental number line and the human angular gyrus. NeuroImage, 14(6), 1278–1289. doi:10.1006/nimg.2001.0927
  • Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: The role of the linear number line. Developmental Psychology, 48(5), 1229–1241. doi:10.1037/a0027433
  • Harris, J., Newcombe, N. S., & Hirsh-Pasek, K. (2013). A new twist on studying the development of dynamic spatial transformations: Mental paper folding in young children. Mind, Brain, and Education, 7(1), 49–55. doi:10.1111/mbe.12007
  • Hassinger-Das, B., Jordan, N. C., Glutting, J., Irwin, C. M., & Dyson, N. (2014). Domain-general mediators of the relation between kindergarten number sense and first-grade mathematics achievement. Journal of Experimental Child Psychology, 118, 78–92. doi:10.1016/j.jecp.2013.09.008
  • Hayes, A. F., & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1(1), 77–89. doi:10.1080/19312450709336664
  • Hodapp, A. F., & Gerken, K. C. (1999). Correlations between scores for peabody picture vocabulary test-III and the Wechsler intelligence scale for children-III. Psychological Reports, 84, 1139–1142. doi:10.2466/pr0.1999.84.3c.1139
  • Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. doi:10.1037/a0027238
  • Jirout, J., & Newcombe, N. S. (2015). Building blocks for developing spatial skills: Evidence from a large, representative U.S. sample. Psychological Science, 26(3), 302–310. doi:10.1177/0956797614563338
  • Jordan, N. C., Glutting, J., Ramineni, C., & Watkins, M. W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39(2), 181–185.
  • Kamii, C., Miyakawa, Y., & Kato, Y. (2004). The development of logico-mathematical knowledge in a block-building activity at ages 1–4. Journal of Research in Childhood Education, 19(1), 44–57. doi:10.1080/02568540409595053
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage.
  • Legoff, D. B., & Sherman, M. (2006). Long-term outcome of social skills intervention based on interactive LEGO© play. Autism, 10(4), 317–329. doi:10.1177/1362361306064403
  • Levine, S. C., Huttenlocher, J., Taylor, A., & Langrock, A. (1999). Early sex differences in spatial skill. Developmental Psychology, 35(4), 940–949. doi:10.1037/0012-1649.35.4.940
  • Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: A predictor of preschoolers’ spatial transformation skill. Developmental Psychology, 48(2), 530–542. doi:10.1037/a0025913
  • Lourenco, S. F., Cheung, C.-N., & Aulet, L. S. (2018). Is visuospatial reasoning related to early mathematical development? A critical review. In A. Henik & W. Fias (Eds.), Heterogeneity of function in numerical cognition (pp. 177–210). doi:10.1016/B978-0-12-811529-9.00010-8
  • Lunzer, E. A. (1955). Studies in the development of play behavior in young children between the ages of two and six (Unpublished doctoral dissertation). University of Birmingham, London, England.
  • Mix, K. S., & Cheng, Y. L. (2012). The relation between space and math: Developmental and educational implications. In J. B. Benson (Ed.), Advances in child development and behavior (Vol. 42, pp. 197–243). Waltham, MA: Academic Press.
  • Mix, K. S. (2019). Why are spatial skill and mathematics related? Child Development Perspectives, 13(2), 121–126. doi:10.1111/cdep.12323
  • Mix, K. S., Levine, S. C., Cheng, Y.-L., Young, C., Hambrick, D. Z., Ping, R., & Konstantopoulos, S. (2016). Separate but correlated: The latent structure of space and mathematics across development. Journal of Experimental Psychology: General, 145(9), 1206–1227. doi:10.1037/xge0000182
  • Möhring, W., Frick, A., & Newcombe, N. S. (2018). Spatial scaling, proportional thinking, and numerical understanding in 5-to 7-year-old children. Cognitive Development, 45, 57–67. doi:10.1016/j.cogdev.2017.12.001
  • Newcombe, N. S., Levine, S. C., & Mix, K. S. (2015). Thinking about quantity: The intertwined development of spatial and numerical cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 6(6), 491–505. doi:10.1002/wcs.1369
  • Newcombe, N. S., & Shipley, T. F. (2015). Thinking about spatial thinking: New typology, new assessments. In J. S. Gero (Ed.), Studying visual and spatial reasoning for design creativity (pp. 179–192). Dordrecht, Netherlands: Springer Netherlands.
  • Oostermeijer, M., Boonen, A. J. H., & Jolles, J. (2014). The relation between children’s constructive play activities, spatial ability, and mathematical word problem-solving performance: A mediation analysis in sixth-grade students. Educational Psychology, 5, 782. doi:10.3389/fpsyg.2014.00782
  • Owens, G., Granader, Y., Humphrey, A., & Baron-Cohen, S. (2008). LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and asperger syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944–1957. doi:10.1007/s10803-008-0590-6
  • Park, B., Chae, J.-L., & Boyd, B. F. (2008). Young children’s block play and mathematical learning. Journal of Research in Childhood Education, 23(2), 157–162. doi:10.1080/02568540809594652
  • Pepler, D. J., & Ross, H. S. (1981). The effects of play on convergent and divergent problem solving. Child Development, 52(4), 1202–1210. doi:10.2307/1129507
  • Pirrone, C., Nicolosi, A., Passanisi, A., & Di Nuovo, S. (2015). Learning potential in mathematics through imagination and manipulation of building blocks. Mediterranean Journal of Social Sciences, 6, 152–159. doi:10.5901/mjss.2015.v6n4s3p152
  • Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14(6), 1417–1430. doi:10.1111/j.1467-7687.2011.01088.x
  • Ramani, G. B., Zippert, E., Schweitzer, S., & Pan, S. (2014). Preschool children’s joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35(4), 326–336. doi:10.1016/j.appdev.2014.05.005
  • Schmitt, S. A., Korucu, I., Napoli, A. R., Bryant, L. M., & Purpura, D. J. (2018). Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial. Early Childhood Research Quarterly, 44, 181–191. doi:10.1016/j.ecresq.2018.04.006
  • Simms, V., Clayton, S., Cragg, L., Gilmore, C., & Johnson, S. (2016). Explaining the relationship between number line estimation and mathematical achievement: The role of visuomotor integration and visuospatial skills. Journal of Experimental Child Psychology, 145, 22–33. doi:10.1016/j.jecp.2015.12.004
  • Stiles, J., & Stern, C. (2001). Developmental change in spatial cognitive processing: Complexity effects and block construction performance in preschool children. Journal of Cognition and Development, 2(2), 157–187. doi:10.1207/S15327647JCD0202_3
  • Stiles-Davis, J. (1988). Developmental change in young children’s spatial grouping activity. Developmental Psychology, 24(4), 522–531. doi:10.1037/0012-1649.24.4.522
  • Trawick-Smith, J., Swaminathan, S., Baton, B., Danieluk, C., Marsh, S., & Szarwacki, M. (2017). Block play and mathematics learning in preschool: The effects of building complexity, peer and teacher interactions in the block area, and replica play materials. Journal of Early Childhood Research, 15(4), 433–448. doi:10.1177/1476718X16664557
  • Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2017). Links between spatial and mathematical skills across the preschool years. Monographs of the Society for Research in Child Development, 82(1), 1–150. doi:10.1111/mono.12263
  • Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T., & Chang, A. (2014). Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematics skills. Child Development, 85(3), 1062–1076. doi:10.1111/cdev.12165
  • Verdine, B. N., Troseth, G. L., Hodapp, R. M., & Dykens, E. M. (2008). Strategies and correlates of jigsaw puzzle and visuospatial performance by persons with Prader-Willi syndrome. American Journal on Mental Retardation, 113(5), 343–355. doi:10.1352/2008.113
  • Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817–835. doi:10.1037/a0016127
  • Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102(4), 860–871. doi:10.1037/a0019454
  • Wechsler, D. (2002). Wechsler preschool and primary scale of intelligence (3rd ed.). Sydney, NSW: Pearson.
  • Wechsler, D. (2009). Wechsler individual achievement test (3rd ed.). San Antonio, TX: NCS Pearson.
  • Wiedenbauer, G., & Jansen-Osmann, P. (2008). Manual training of mental rotation in children. Learning and Instruction, 18(1), 30–41. doi:10.1016/j.learninstruc.2006.09.009
  • Wolfgang, C. H., Stannard, L. L., & Jones, I. (2001). Block play performance among preschoolers as a predictor of later school achievement in mathematics. Journal of Research in Childhood Education, 15(2), 173–180. doi:10.1080/02568540109594958
  • Wolfgang, C. H., Stannard, L. L., & Jones, I. (2003). Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Development and Care, 173(5), 467–475. doi:10.1080/0300443032000088212
  • Woodcock, R. W., McGrew, K., & Mather, N. (2001). Woodcock-Johnson tests of achievement. Itasca, IL: Riverside Publishing.
  • Yelland, N. (2011). Reconceptualising play and learning in the lives of young children. Australasian Journal of Early Childhood, 36(2), 4–12. doi:10.1177/183693911103600202
  • Zorzi, M., Priftis, K., & Umiltà, C. (2002). Brain damage: Neglect disrupts the mental number line. Nature, 417(6885), 138–139. doi:10.1038/417138a

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.