This paucity of information stands in marked contrast to the detailed studies of naturalistic parent-child interactions that have illuminated our understanding of the kinds of early experiences that are related to the development of language and literacy skills. Although spatial skills have been shown to be sensitive to input variations ( Baenninger & Newcombe, 1989, 1995 Casey & Braebeck, 1990 Huttenlocher, Levine, & Vevea, 1998 Terlecki, Newcombe, & Little, 2008), little is known about the kinds of naturally occurring early experiences that are related to the development of these skills. These variations are of considerable interest because of their reported relation to mathematics achievement (e.g., Casey, Nutall, & Pezaris, 1997) and to entry into science, technology, engineering, mathematics (STEM) disciplines (e.g., Benbow, Lubinski, Shea, & Eflekhari-Sanjani, 2000 Hedges & Chung, in preparation Shea, Lubinski, & Benbow, 2001 Wai, Lubinski, & Benbow, 2009). ![]() Implications of these findings as well as future directions for research on the role of the role of puzzle play in the development of spatial skill are discussed.Īs early as the preschool years, and persisting into adulthood, there are individual and gender differences on certain spatial tasks, notably those involving mental rotation (e.g., Halpern et al., 2007 Hyde, 1981 Levine, Huttenlocher, Taylor & Langrock, 1999 Linn & Petersen, 1985). In addition, variation in puzzle play quality predicted performance on the spatial transformation task for girls but not boys. Although the frequency of puzzle play did not differ for boys and girls, the quality of puzzle play (a composite of puzzle difficulty, parent engagement, and parent spatial language) was higher for boys than girls. Moreover, among those children who played with puzzles, frequency of puzzle play predicted performance on the spatial transformation task. Children who were observed playing with puzzles performed better on this task than those who did not, controlling for parent education, income, and overall parent word types. When children were 4 years 6 months old, they completed a spatial task involving mental transformations of 2D shapes. Children and parents ( n = 53) were observed at home for 90 minutes every four months (six times) between 2 and 4 years of age (26 to 46 months). The current study examines the relation between children’s early puzzle play and their spatial skill. However, little is known about the early experiences that may contribute to these differences. Learn more at: knowwhatsinside.Individual differences in spatial skill emerge prior to kindergarten entry. The Privacy Policy can be found here: /privacypolicyĪs a Know What’s Inside member, we follow best practices for kids’ apps. Our apps are designed specially for children, with special attention to the privacy. Watch the Official Trailer: youtu.be/ElUImOqsmXcįind out more at: /talking-abc Talking ABC is compatible with iPhone 4s, iPad 2, iPod touch 4 or higher. Exciting learning of letters from A to Z “Talking ABC is a must have app for kids”. “It is a child-friendly app that kids will find easy to navigate and use”. “It’s a fun, unique way for little ones to practice their letter recognition”. “It is a great place to start their journey into the world of reading”. “One of the most engaging and innovative ABC apps on the market”. “With its creative animation, this app puts a twist on an otherwise fairly typical ABC book”. The app contains 6 games, each of which is interesting and efficient in its special way. A cheerful, beautiful and memorable song about letters will help to remember the alphabet easily and will bring a wonderful mood. ![]() The process of learning the letters is exciting and fun while amusing animal characters are made in the style of clay animation.Įach animal has a Talking mode, enabling a child not only listen how letters and animals sound, but also to practice the pronunciation. ![]() Talking ABC is an interactive alphabet created with love and care.
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