Encouraging Maternal Guidance of Preschoolers' Spatial Thinking During Block Play
Encouraging Maternal Guidance of Preschoolers' Spatial Thinking During Block Play
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DOI：
10.1111/cdev.12779
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发表时间：
2018-07-01
影响因子：
4.6
通讯作者：
Liben, Lynn S.
中科院分区：
文献类型：
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作者：
Borriello, Giulia A.;Liben, Lynn S.
空间思维是认知的一个重要组成部分，支持学术成就和日常活动（例如，学习科学和数学;使用地图）。更好的空间技能与更多的空间游戏和父母对空间概念的更多关注相关。在这里测试的是是否告知母亲的空间思维和方法，以鼓励它会增加空间的指导，他们提供给他们的学龄前儿童（N=41; M= 5.23岁）在二元块游戏。给予这种指导的母亲确实比要求照常玩耍的母亲产生了更多的空间语言和空间指导。在有指导的二人组中，孩子们也使用了更多的空间语言;母亲和孩子都很少玩假装游戏。研究结果提供支持，设计干预措施，鼓励家长培养孩子的空间技能。
Spatial thinking, an important component of cognition, supports academic achievement and daily activities (e.g., learning science and math; using maps). Better spatial skills are correlated with more spatial play and more parental attention to spatial concepts. Tested here was whether informing mothers about spatial thinking and ways to encourage it would increase the spatial guidance they provide to their preschool children (N=41; M=5.23years) during dyadic block play. Mothers given such instructions indeed produced more spatial language and spatial guidance than mothers asked to play as usual. In instructed dyads, children also used more spatial language; both mothers and children engaged in less pretend play. Findings offer support for designing interventions to encourage parents to foster their children's spatial skills.