000			04516cam a2200541Ii 4500
001			ocn971524110
003			OCoLC
005			20240726082135.0
008			170206t20172017maua b 001 0 eng d
020			_a9781119402503
035			_a(OCoLC)971524110
040			_aYDX _beng _erda _cYDX _dELW _dOCLCF _dJDR _dBDX _dCLE _dSBI
049			_aSBIM
050	0	4	_aBF723.B154.L565 2017
050	0	4	_aLB1134
100	1		_aVerdine, Brian N. _q(Brian Nicholas), _e1
245	1	0	_aLinks between spatial and mathematical skills across the preschool years / _cBrian N. Verdine, University of Delaware, Roberta Michnick Golinkoff, University of Delaware, Kathy Hirsh-Pasek, Temple University, and Nora S. Newcombe, Temple University ; with commentary by Drew H. Bailey. _hPR
260			_aBoston, Massachusetts : _bWiley, _c(c)2017.
300			_a149 pages : _billustrations (some color) ; _c23 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aMonographs of the Society for Research in Child Development, _x0037-976X ; _vserial no. 324, vol. 82, no. 1, 2017
504			_a2
505	0	0	_aSpatial skills, their development, and their links to mathematics -- _tMethods for longitudinal study of preschool spatial and mathematical skills -- _tResults: considering the 2-D and 3-D trials of the TOSA separately and together -- _tResults: links between spatial assembly, later spatial skills, and concurrent and later mathematical skills -- _tResults: individual difference factors in spatial and mathematical skills -- _tDiscussion and implications: how early spatial skills predict later spatial and mathematical skills -- _tCommentary. Causal inference and the spatial-math link in early childhood _rDrew H. Bailey.
520	0		_aUnderstanding the development of spatial skills is important for improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, and Steiger, 2010). Children use spatial skills to understand the world and can practice them via spatial assembly activities like puzzles or blocks. These skills have been linked to success in subjects like mathematics (Mix and Cheng, 2012) and science (Pallrand and Seeber, 1984; Pribyl and Bodner, 1987). This monograph sought to answer four questions about early spatial development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in early mathematical skills. Executive function skills further predict mathematical performance and individual differences, specifically socio-economic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences.
530			_a2
610	2	0	_aColumbia International University _xFaculty, Alumni, and alumnae
650		0	_aSpatial ability in children _vLongitudinal studies.
650		0	_aMathematical ability in children.
650		0	_aPreschool children _vLongitudinal studies.
650		0	_aPreschool tests.
650		0	_aEarly childhood education.
700	1		_aGolinkoff, Roberta M.,
700	1		_aHirsh-Pasek, Kathy,
700	1		_aNewcombe, Nora,
700	1		_aBailey, Drew H.,
700	1		_e1
700	1		_e1
700	1		_e1
700	1		_ewriter of added commentary.
830		0	_aMonographs of the Society for Research in Child Development ; _vv. 82, no. 1.
907			_a.b17298283 _b07-19-17 _c07-19-17
942			_cBK _hBF _m2017 _e _i2018-07-15 _k0.00
998			_acim _b07-19-17 _cm _da _e- _feng _gmau _h0
994			_aC0 _bSBI
945			_g1 _i31923001754981 _j2 _lcimc _nAlumni Author _o- _p0.00 _q- _r- _s- -- _t61 _u0 _v0 _w0 _x0 _y.i20423007 _z07-19-17
999			_c6383 _d6383
902			_a1 _bCynthia Snell _c1 _dCynthia Snell