Block Talk: Spatial Language During Block Play
Block Talk: Spatial Language During Block Play
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DOI：
10.1111/j.1751-228x.2011.01122.x
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发表时间：
2011-09-01
影响因子：
1.8
通讯作者：
Lam, Wendy Shallcross
中科院分区：
文献类型：
--
作者：
Ferrara, Katrina;Hirsh-Pasek, Kathy;Lam, Wendy Shallcross
空间技能是智力的核心组成部分，并显示出显着的个体差异。有证据表明，幼儿听到的空间语言的变化，将他们的注意力引导到空间环境的重要方面，可能是导致这些差异的机制之一。为了研究游戏如何影响语言的变化，父母和孩子被分配到3个条件中的一个：用积木自由游戏，引导游戏或用预先组装的结构游戏（研究1）。引导性游戏条件下的父母产生的空间谈话的比例显着高于其他两种条件下的父母，引导性游戏条件下的儿童产生的空间谈话显着多于自由游戏条件下的儿童。研究2建立了在不涉及空间材料的活动中空间语言的基线。空间词的比例低于实验1的任何条件。总之，与块的互动，自然elelaborated提升水平的空间语言，特别是在引导下玩，这表明简单的执行教育干预。
Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple-to-execute educational interventions.