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Associations and Indirect Effects between LEGO® Construction and Mathematics Performance
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McDougal, Emily; Silverstein, Priya; Treleaven, Oscar; Jerrom, Lewis; Gilligan-Lee, Katie A.; Gilmore, Camilla; Farran, Emily K. – Child Development, 2023
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children…
Descriptors: Mathematics Achievement, Mathematics Education, Manipulative Materials, Spatial Ability
Advancing Opportunities for Children's Informal STEM Learning Transfer through Parent-Child Narrative Reflection
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Marcus, Maria; Tõugu, Pirko; Haden, Catherine A.; Uttal, David H. – Child Development, 2021
This study examined whether families' conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received…
Descriptors: Children, Informal Education, STEM Education, Museums
The Development of Cognitive Maps of Large- and Small-Scale Spaces.
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Siegel, Alexander W.; And Others – Child Development, 1979
Kindergartners, second, and fifth graders made repeated trips through a large- or small-scale model town, and then constructed from memory the layout of buildings in either large- or small-scale space. (JMB)
Descriptors: Age Differences, Cognitive Processes, Construction (Process), Early Childhood Education