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Direct linkBower, Corinne; Odean, Rosalie; Verdine, Brian N.; Medford, Jelani R.; Marzouk, Maya; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy – Journal of Cognition and Development, 2020
Block-building skills at age 3 are related to spatial skills at age 5 and spatial skills in grade school are linked to later success in science, technology, engineering, and mathematics (STEM) fields. Though studies have focused on block-building behaviors and design complexity, few have examined these variables in relation to future spatial and…
Descriptors: Preschool Children, Difficulty Level, Spatial Ability, Mathematics Skills
Download full textBower, Corinne; Odean, Rosalie; Verdine, Brian N.; Medford, Jelani R.; Marzouk, Maya; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy – Grantee Submission, 2020
Block-building skills at age 3 are related to spatial skills at age 5 and spatial skills in grade school are linked to later success in science, technology, engineering, and mathematics (STEM) fields. Though studies have focused on block-building behaviors and design complexity, few have examined these variables in relation to future spatial and…
Descriptors: Preschool Children, Difficulty Level, Spatial Ability, Mathematics Skills
Hopkins, Emily J.; Smith, Eric D.; Weisberg, Deena Skolnick; Lillard, Angeline S. – Journal of Cognition and Development, 2016
Substitute object pretense is one of the earliest-developing forms of pretense, and yet it changes considerably across the preschool years. By 3.5 years of age, children can pretend with substitutes that are highly dissimilar from their intended referents (Elder & Pederson, 1978), but even older children have difficulty understanding such…
Descriptors: Young Children, Age Differences, Comprehension, Theory of Mind
