View in EDS

The Role of Movement in Young Children's Spatial Experiences: A Review of Early Childhood Mathematics Education Research

Saved in:
Bibliographic Details
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 0000-0002-3359-4031), Kilderry, Anna (ORCID 0000-0003-1692-8498), Mulligan, Joanne (ORCID 0000-0002-1966-7441), Kinnear, Virginia (ORCID 0000-0002-5530-5894)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1383018
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Role of Movement in Young Children's Spatial Experiences: A Review of Early Childhood Mathematics Education Research
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22McCluskey%2C+Catherine%22">McCluskey, Catherine</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3359-4031">0000-0002-3359-4031</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kilderry%2C+Anna%22">Kilderry, Anna</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1692-8498">0000-0003-1692-8498</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mulligan%2C+Joanne%22">Mulligan, Joanne</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1966-7441">0000-0002-1966-7441</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kinnear%2C+Virginia%22">Kinnear, Virginia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5530-5894">0000-0002-5530-5894</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Mathematics+Education+Research+Journal%22"><i>Mathematics Education Research Journal</i></searchLink>. Jun 2023 35(2):287-315.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s13394-023-00446-0
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1033-2170<br />2211-050X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1383018
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1383018
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s13394-023-00446-0
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 287
    Subjects:
      – SubjectFull: Spatial Ability
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Physical Activities
        Type: general
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Nonverbal Communication
        Type: general
    Titles:
      – TitleFull: The Role of Movement in Young Children's Spatial Experiences: A Review of Early Childhood Mathematics Education Research
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: McCluskey, Catherine
      – PersonEntity:
          Name:
            NameFull: Kilderry, Anna
      – PersonEntity:
          Name:
            NameFull: Mulligan, Joanne
      – PersonEntity:
          Name:
            NameFull: Kinnear, Virginia
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1033-2170
            – Type: issn-electronic
              Value: 2211-050X
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Mathematics Education Research Journal
              Type: main
ResultId 1