Early Block Play Strategy Predicts Later Math and Spatial Reasoning

• In Event: Cascading Consequences of Object Play on Cognition

Abstract

The experiences children have with blocks in early childhood relate to the development of their math and spatial reasoning (e.g., Bower et al., 2020; Jirout & Newcombe, 2015; Verdine et al., 2017). Previous research has found that children who play more with blocks perform better on spatial reasoning and math assessments, and that children’s performance on block-based assessments predict their growth on math and spatial skills (Bower, Zimmermann, et al., 2020; Cheng & Mix, 2014). As children’s block-building skills develop from 2-dimensional to 3-dimensional designs (i.e., flat designs to stacked towers; Goodson, 1982), they may use object manipulation strategies, such as reattaching LEGO blocks to different locations. The current study looks at whether children’s use of a specific strategy, reattachments of blocks, during the 3D Test of Spatial Assembly (3D TOSA; Verdine et al., 2017) at age three, predicts their concurrent spatial and math skills, as well as predicting out to their skills at ages four and five. Children who use reattachments more frequently may be using metacognitive strategies by testing placements until their block structure reflects their mental image. Block building strategies may prepare children to learn math and spatial concepts in Kindergarten.

Participants included 102 children (47 females) between 37.8 and 47.8 months (M=43.60; SD=2.54) at time 1. Children were also tested at 4- and 5-years-old. At 3, children were given the TOSA (Verdine et al., 2017), requiring them to match another block construction. Accuracy of block placement received a score for year 1. Additionally, we examined the number of reattachments a child made, a behavior that does not directly affect accuracy scores. For reattachments we counted the number of times a child attached a block to their model, and then removed it and reattached it in a new location. For age 3, math was measured using the Early Mathematics Assessment System for Age 3 (EMAS-3; Ginsburg et al., 2010). Age 4 spatial skill was measured using the WPPSI: Block Design Subtest (Wechsler, 2002) and WJ-III: Spatial Subtest (Woodcock et al., 2011), and math was measured using the EMAS-4 (Ginsburg et al., 2010) and the WIAT: Math Problem Solving Subtest (WIAT; Wechsler, 2009). At age 5 spatial skill was measured using the Children’s Mental Transformation Task (Levine et al., 1999) and the WJ-III Block Design subtest and math was measured using the WIAT and the Jordan Number Sense Brief (Jordan et al., 2010).

A cross-lagged longitudinal model (Figure 1) explored whether reattachments predicted concurrent and later math and spatial skills; maternal education was controlled as an SES proxy. Reattachments predicted spatial skill performance at year 1 and 3, and year 3 math performance (Table 1). These findings imply that reattachments may be indicative of children’s spatial reasoning strategies, and subsequently their growth in math and spatial reasoning. Reattachments may reflect more sophisticated block play (Goodson, 1982), or more familiarity with block play, which allow children to better understand the spatial and mathematical properties of the materials, and prepare them for math and spatial learning in formal schooling.

Authors

• Rosalie Odean, Ohio State University
  Presenting Author

• Corinne A. Bower, California State University - Los Angeles
  Non-Presenting Author

• Brian Nicholas Verdine
  Non-Presenting Author

• Jelani Medford
  Non-Presenting Author

• Maya Marzouk
  Non-Presenting Author

• Roberta M Golinkoff, University of Delaware
  Non-Presenting Author

• Kathy A Hirsh-Pasek, Temple University
  Non-Presenting Author