Structured versus free block play: the impact on arithmetic processing

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education Pub Date : 2021-03-01 DOI:10.1016/j.tine.2020.100146

Sharlene D. Newman , Erin Loughery , Ambur Ecklund , Cindy You , Hannah Von Werder , Firat Soylu

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Abstract

Background

Block play is one type of intervention that improves visuospatial skills. There are multiple forms of block play and it is unclear whether they have differential cognitive effects.

Method

Given the importance of visuospatial skills for mathematical performance, we studied the differential impact of two types of block playstructured (copying a block design) and free (building from imagination) on arithmetic processing, using behavioral and fMRI methods. Forty-three children aged 8.3±0.8 years participated (21 free play and 22 structured block play).

Results

Results showed that while both groups showed behavioral improvements, only the structured block play group showed significant improvements in both addition and subtraction performance. Additionally, the structured block play group showed increased activation in several regions linked to memory, motor, and arithmetic processing after training.

Conclusion

The results inform choices for activities used in the classroom to improve visuospatial skills and suggest structured block play may be beneficial for arithmetic processing.

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结构化与自由方块游戏:对算术处理的影响

积木游戏是一种可以提高视觉空间技能的干预方式。积木游戏有多种形式，目前还不清楚它们是否有不同的认知效果。方法考虑到视觉空间技能对数学表现的重要性，我们使用行为和功能磁共振成像方法研究了两种类型的积木游戏(结构化的(复制一个积木设计)和自由的(从想象中构建)对算术处理的不同影响。参与儿童43名，年龄8.3±0.8岁，其中自由游戏21名，积木游戏22名。结果结果显示，两组儿童的行为均有改善，但只有结构化积木游戏组在加减法表现上均有显著改善。此外，结构化积木游戏组在训练后显示出与记忆、运动和算术处理相关的几个区域的激活增加。结论研究结果为课堂活动的选择提供了依据，有助于提高视觉空间技能，并提示有组织的积木游戏可能有利于算术处理。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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