Sharlene D. Newman , Erin Loughery , Ambur Ecklund , Cindy You , Hannah Von Werder , Firat Soylu
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Structured versus free block play: the impact on arithmetic processing
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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