The Role of Movement in Young Children's Spatial Experiences: A Review of Early Childhood Mathematics Education Research
Saved in:
| Title: | The Role of Movement in Young Children's Spatial Experiences: A Review of Early Childhood Mathematics Education Research |
|---|---|
| Language: | English |
| Authors: | McCluskey, Catherine (ORCID |
| Source: | Mathematics Education Research Journal. Jun 2023 35(2):287-315. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education |
| Descriptors: | Spatial Ability, Young Children, Early Childhood Education, Mathematics Education, Educational Research, Physical Activities, Literature Reviews, Nonverbal Communication |
| DOI: | 10.1007/s13394-023-00446-0 |
| ISSN: | 1033-2170 2211-050X |
| Abstract: | Young children's spatial reasoning is critical to mathematics learning from an early age. Recent reviews have drawn attention to the importance of mathematical experiences in the early years; however, an explicit focus on research in spatial reasoning can contribute to a more coherent account of the field. This paper reports a scoping review of qualitative studies (n = 37) during the years 2009-2021. The studies analysed in this review provide insight into children's embodied spatial concepts and non-verbal expressions such as gesture and the relationship between spatial reasoning and mathematics learning in early childhood (birth to 8 years). Four main themes were found: (i) children's manipulation and transformation of objects, (ii) children's bodily engagement with and within spaces, (iii) children's representation and interpretation of spatial experiences, and (iv) contexts for spatial learning. While the review illuminates a deeper awareness and a more holistic and embodied view of children's spatial competencies, there remains few studies focussed on children under three years of age. Future directions for ongoing research are identified. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1383018 |
| Database: | ERIC |
| Abstract: | Young children's spatial reasoning is critical to mathematics learning from an early age. Recent reviews have drawn attention to the importance of mathematical experiences in the early years; however, an explicit focus on research in spatial reasoning can contribute to a more coherent account of the field. This paper reports a scoping review of qualitative studies (n = 37) during the years 2009-2021. The studies analysed in this review provide insight into children's embodied spatial concepts and non-verbal expressions such as gesture and the relationship between spatial reasoning and mathematics learning in early childhood (birth to 8 years). Four main themes were found: (i) children's manipulation and transformation of objects, (ii) children's bodily engagement with and within spaces, (iii) children's representation and interpretation of spatial experiences, and (iv) contexts for spatial learning. While the review illuminates a deeper awareness and a more holistic and embodied view of children's spatial competencies, there remains few studies focussed on children under three years of age. Future directions for ongoing research are identified. |
|---|---|
| ISSN: | 1033-2170 2211-050X |
| DOI: | 10.1007/s13394-023-00446-0 |
