Poster #187 - Sex Differences in Children’s Spatial Play

• In Event: 1-061 - Poster Session 02
  In Poster Session: PS 02 Section - Sex, Gender

Integrative Statement

The different spatial experiences in the lives of young boys and girls may partly explain sex differences in spatial skills (Baenninger & Newcombe, 1995; Nazareth et al., 2013; Newcombe, Bandura & Taylor, 1983). While several studies have examined the influence of spatial activities on the development of spatial skills (e.g., Nazareth et al., 2013) there currently exists no widely used comprehensive measure to assess children’s concurrent participation in spatial activities and engagement with spatial toys. The current study filled this gap in the field of spatial research through the creation of the Spatial Activity Questionnaire, a comprehensive survey designed to assess children’s involvement in spatial activities and engagement with spatial toys of diverse gender-typed content. Four iterations of survey development resulted in a finalized comprehensive questionnaire assessing access to and engagement in 66 spatial and gender-typed toys and activities children between the ages of 4 and 6 typically play with in the home setting. The goal of the current study was to explore the toys and activities young children play with in the home setting. Specifically, the responses of 76 primary caregivers to the Spatial Activity Questionnaire were examined to (aim 1) better understand the toys and activities young children have access to and how often they play with them in the home setting and (aim 2) assess whether there are sex differences in the kinds of toys and activities young children have access to and how often they play with them.
Our findings suggest children have access to and play with a diverse variety of toys and activities, including spatial, non-spatial, gender stereotypical, and gender neutral toys. Additionally, significant sex differences were found in children’s access to and engagement with spatial and gendered toys and activities with girls playing with stereotypically feminine and non-spatial toys/activities more often than boys while boys play with stereotypically masculine and spatial toys/activities more often than girls. These findings support previous research showing girls engage with stereotypically feminine toys and activities of low spatial content more often than boys while boys engage in play with stereotypically masculine and highly spatial toys and activities (e.g., Cherney & London, 2006).
It is critical to understand the factors influencing the development of spatial skills given the importance of spatial skills for day-to day activities (i.e., finding your car in a parking lot or fitting toys in a closet) and the link between spatial ability and future entry in STEM fields (Humphreys, Lubinski, & Yao, 1993; Shea, Lubinski, & Benbow, 2001; Uttal & Cohen, 2012; Wai, Lubinski & Benbow, 2009). Furthermore, understanding how play can impact spatial development could lead to the implementation of a fun and simple way to expand the spatial skills of young boys and girls and prepare them for the challenges of their future academic and professional careers. This study addressed the need in the field of spatial research for a quick and simple comprehensive measure of spatial play through creation of the Spatial Activity Questionnaire and explored sex differences in children’s play.

Authors

• Carla Abad, Florida International University
  Non-Presenting Author

• Rosalie Odean, Florida International University
  Non-Presenting Author

• Shannon M Pruden, Florida International University
  Presenting Author