The Impact of Block Play on Young Children's Production of Intrinsic Frame of Reference: A Quasi-Experiment.
Saved in:
| Title: | The Impact of Block Play on Young Children's Production of Intrinsic Frame of Reference: A Quasi-Experiment. |
|---|---|
| Authors: | Zhang, Lina1 (AUTHOR), Lian, Peijia2 (AUTHOR), Xue, Yu1 (AUTHOR), Wu, Nianyang1,3 (AUTHOR) wunianyang@163.com |
| Source: | Early Education & Development. Feb/Mar2024, Vol. 35 Issue 2, p204-219. 16p. |
| Subject Terms: | *Kindergarten children, *Spatial ability in children, *Control groups, Spatial ability |
| Geographic Terms: | Shanghai (China) |
| Abstract: | Research Findings: Although the importance of block play to children's spatial ability has been recognized globally, little is known about children's use of spatial frames of reference during spatial processing. This study investigated the intervention with guided block play to promote children's use of their intrinsic frame of reference, an identified effective frame of reference for spatial information. Participants included 42 kindergarten children ($${M_{age}} = 67.12$$ M a g e = 67.12 months, SD = 3.91, 48% girls) and 42 pre-kindergarten children ($${M_{age}} = 55.80$$ M a g e = 55.80 months, SD = 3.63, 57% girls) from one public kindergarten in Shanghai, China. A quasi-experiment method was used with a four-month intervention program designed for the experiment groups. Statistically significant differences were identified in the performance of the spatial tasks between the experiment and control groups in both kindergarten and pre-kindergarten children after the intervention. The results revealed that block-play interventions can effectively increase children's ability to use their intrinsic frame of reference and their preference in using this frame for spatial representations. Practice or Policy: These findings provided a new perspective on analyzing children's spatial competence and supported the benefits of block play interventions with empirical evidence. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 175035036 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Impact of Block Play on Young Children's Production of Intrinsic Frame of Reference: A Quasi-Experiment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Lina%22">Zhang, Lina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lian%2C+Peijia%22">Lian, Peijia</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xue%2C+Yu%22">Xue, Yu</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wu%2C+Nianyang%22">Wu, Nianyang</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)<i> wunianyang@163.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Feb/Mar2024, Vol. 35 Issue 2, p204-219. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br />*<searchLink fieldCode="DE" term="%22Spatial+ability+in+children%22">Spatial ability in children</searchLink><br />*<searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+ability%22">Spatial ability</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Shanghai+%28China%29%22">Shanghai (China)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research Findings: Although the importance of block play to children's spatial ability has been recognized globally, little is known about children's use of spatial frames of reference during spatial processing. This study investigated the intervention with guided block play to promote children's use of their intrinsic frame of reference, an identified effective frame of reference for spatial information. Participants included 42 kindergarten children ($${M_{age}} = 67.12$$ M a g e = 67.12 months, SD = 3.91, 48% girls) and 42 pre-kindergarten children ($${M_{age}} = 55.80$$ M a g e = 55.80 months, SD = 3.63, 57% girls) from one public kindergarten in Shanghai, China. A quasi-experiment method was used with a four-month intervention program designed for the experiment groups. Statistically significant differences were identified in the performance of the spatial tasks between the experiment and control groups in both kindergarten and pre-kindergarten children after the intervention. The results revealed that block-play interventions can effectively increase children's ability to use their intrinsic frame of reference and their preference in using this frame for spatial representations. Practice or Policy: These findings provided a new perspective on analyzing children's spatial competence and supported the benefits of block play interventions with empirical evidence. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175035036 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2022.2129945 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 204 Subjects: – SubjectFull: Kindergarten children Type: general – SubjectFull: Spatial ability in children Type: general – SubjectFull: Control groups Type: general – SubjectFull: Spatial ability Type: general – SubjectFull: Shanghai (China) Type: general Titles: – TitleFull: The Impact of Block Play on Young Children's Production of Intrinsic Frame of Reference: A Quasi-Experiment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Lina – PersonEntity: Name: NameFull: Lian, Peijia – PersonEntity: Name: NameFull: Xue, Yu – PersonEntity: Name: NameFull: Wu, Nianyang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb/Mar2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 35 – Type: issue Value: 2 Titles: – TitleFull: Early Education & Development Type: main |
| ResultId | 1 |
