Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-12-31 DOI:10.1016/j.ecresq.2024.12.011

Sara A. Schmitt , David J. Purpura , Robert J. Duncan , Lindsey Bryant , Tracy M. Zehner , Brianna L. Devlin , Elyssa A. Geer , Tanya A. Paes

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引用次数: 0

Abstract

The aim of the present study was to evaluate the impacts of different types of block play (free play and semi-structured play) on children's math, executive function (EF), and spatial skills in a low-income sample. We hypothesized that children assigned to either of the block play conditions would demonstrate greater gains on math, EF, and spatial skills compared to children in a business-as-usual (BAU) condition. Further, we expected that children in the semi-structured condition would experience greater gains in math, EF, and spatial skills relative to children in the free play condition. Children from families with low incomes (N = 242; Mage = 52.01) participated in a randomized controlled trial. Children completed twelve direct assessments of math, EF, and spatial skills at pre-test and post-test. Children were assigned to one of three conditions: free play (Free) with blocks, semi-structured block play (Semi), or business-as-usual (BAU) control. Intervention implementation occurred twice per week for 8 weeks. Preregistered analyses indicated that three intervention effects were statistically significant, two favoring the Free group over BAU: geometry skills (b = 0.37, p = .010) and behavioral regulation (b = 0.23, p = .017), and one favoring BAU over Free: math language (b = -0.18, p = .034). Despite only finding three significant effects, the overall pattern of results suggests positive effects of the block play interventions (i.e., effect sizes were positive for 10 of the 12 outcomes). Implications for practice and future research are discussed.

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测试积木游戏作为一个有效的机制，促进早期数学，执行功能和空间技能的低收入背景的学龄前儿童

本研究旨在评估不同类型的积木游戏（自由游戏和半结构化游戏）对低收入样本儿童数学、执行功能（EF）和空间技能的影响。我们假设，被分配到任何一种积木游戏条件下的儿童，在数学、EF和空间技能方面都比在“一切照旧”（BAU）条件下的儿童有更大的进步。此外，我们期望在半结构化条件下的儿童在数学、EF和空间技能方面比在自由玩耍条件下的儿童获得更大的收益。来自低收入家庭的儿童(N = 242；Mage = 52.01)参加了一项随机对照试验。孩子们在测试前和测试后完成了数学、EF和空间技能的12项直接评估。孩子们被分配到三种情况中的一种：带积木的自由游戏（free），半结构化积木游戏（Semi），或者一切照旧（BAU）控制。干预措施每周实施两次，持续8周。预注册分析显示，三个干预效果具有统计学意义，其中两个干预效果优于BAU组：几何技能（b = 0.37, p = 0.010）和行为调节（b = 0.23, p = 0.017），另一个干预效果优于BAU组：数学语言（b = -0.18, p = 0.034）。尽管只发现了三个显著的影响，但结果的总体模式表明，街区游戏干预措施具有积极的影响（即，12个结果中有10个结果是积极的）。讨论了对实践和未来研究的启示。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.