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The Development of Spatial Representation Through Teaching Block-Building in Kindergartners

This study investigated the effects of the teaching block-building intervention on overall spatial representation and its three sub-forms, namely linguistic, graphic and model representations, in kindergartners. Eighty-four children (39 girls and 45 boys), aged 5–6 years old, were randomly selected...

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Autores principales: Cai, Liman, Luo, Jiutong, Zhang, Hui, Ying, Jinling
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7562790/
https://www.ncbi.nlm.nih.gov/pubmed/33132968
http://dx.doi.org/10.3389/fpsyg.2020.565723
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author Cai, Liman
Luo, Jiutong
Zhang, Hui
Ying, Jinling
author_facet Cai, Liman
Luo, Jiutong
Zhang, Hui
Ying, Jinling
author_sort Cai, Liman
collection PubMed
description This study investigated the effects of the teaching block-building intervention on overall spatial representation and its three sub-forms, namely linguistic, graphic and model representations, in kindergartners. Eighty-four children (39 girls and 45 boys), aged 5–6 years old, were randomly selected and equally divided into two groups, i.e., experimental group and control group. The experimental group received the intervention of teaching block-building for 14 weeks (45 min each time, once a week), while children in the control group freely played with blocks for the equivalent time. Children’s spatial representation performances were measured in both pre- and post-tests by the Experimental Tasks of Spatial Representation for Children. The results showed that: (1) teaching block-building could promote not only the overall spatial representation but also all three sub-forms of spatial representations; (2) there was no gender differences regarding the effect of teaching block-building on neither the overall nor three sub-forms of spatial representations; (3) after the intervention, the diversity of children’s choices regarding the use of sub-forms spatial representations was also promoted in the experimental group. In summary, these results contributed to a comprehensive and systematic understanding of the effects of teaching block-building on spatial representation among children in kindergartens.
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spelling pubmed-75627902020-10-29 The Development of Spatial Representation Through Teaching Block-Building in Kindergartners Cai, Liman Luo, Jiutong Zhang, Hui Ying, Jinling Front Psychol Psychology This study investigated the effects of the teaching block-building intervention on overall spatial representation and its three sub-forms, namely linguistic, graphic and model representations, in kindergartners. Eighty-four children (39 girls and 45 boys), aged 5–6 years old, were randomly selected and equally divided into two groups, i.e., experimental group and control group. The experimental group received the intervention of teaching block-building for 14 weeks (45 min each time, once a week), while children in the control group freely played with blocks for the equivalent time. Children’s spatial representation performances were measured in both pre- and post-tests by the Experimental Tasks of Spatial Representation for Children. The results showed that: (1) teaching block-building could promote not only the overall spatial representation but also all three sub-forms of spatial representations; (2) there was no gender differences regarding the effect of teaching block-building on neither the overall nor three sub-forms of spatial representations; (3) after the intervention, the diversity of children’s choices regarding the use of sub-forms spatial representations was also promoted in the experimental group. In summary, these results contributed to a comprehensive and systematic understanding of the effects of teaching block-building on spatial representation among children in kindergartens. Frontiers Media S.A. 2020-10-02 /pmc/articles/PMC7562790/ /pubmed/33132968 http://dx.doi.org/10.3389/fpsyg.2020.565723 Text en Copyright © 2020 Cai, Luo, Zhang and Ying. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Cai, Liman
Luo, Jiutong
Zhang, Hui
Ying, Jinling
The Development of Spatial Representation Through Teaching Block-Building in Kindergartners
title The Development of Spatial Representation Through Teaching Block-Building in Kindergartners
title_full The Development of Spatial Representation Through Teaching Block-Building in Kindergartners
title_fullStr The Development of Spatial Representation Through Teaching Block-Building in Kindergartners
title_full_unstemmed The Development of Spatial Representation Through Teaching Block-Building in Kindergartners
title_short The Development of Spatial Representation Through Teaching Block-Building in Kindergartners
title_sort development of spatial representation through teaching block-building in kindergartners
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7562790/
https://www.ncbi.nlm.nih.gov/pubmed/33132968
http://dx.doi.org/10.3389/fpsyg.2020.565723
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