The Relationship between Preschool Block Play and Reading and Maths Abilities in Early Elementary School: A Longitudinal Study of Children with and without Disabilities

Autor/inn/en	Hanline, Mary Frances; Milton, Sande; Phelps, Pamela C.
Titel	The Relationship between Preschool Block Play and Reading and Maths Abilities in Early Elementary School: A Longitudinal Study of Children with and without Disabilities
Quelle	In: Early Child Development and Care, 180 (2010) 8, S.1005-1017 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Disabilities; Young Children; Reading Ability; Predictor Variables; Correlation; Play; Reading Skills; Mathematics Skills; Longitudinal Studies; Comparative Analysis; Preschool Children; Child Care; Mathematical Concepts; Child Development; Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Frühe Kindheit; Reading competence; Lesekompetenz; Prädiktor; Korrelation; Spiel; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung
Abstract	The purpose of this study was to explore the predictive relationship between the level of symbolic representation in block constructions of preschoolers and reading and mathematics abilities and rate of growth in early elementary school for children with and without disabilities. Fifty-one children participated, 22 of whom had identified disabilities. No predictive relationship between representational level of block constructions and maths abilities was found. However, growth curve analysis documented that preschoolers, who had higher levels of representation in their block constructions, had higher reading abilities and a faster rate of growth in reading abilities in the early elementary years. This predictive relationship held true for children with and without disabilities. Findings are discussed in relation to the importance of early experiences that are physically and socially organised to provide young children with the foundation for later learning. (Contains 3 tables and 3 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10