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Shape up: An eye-tracking study of preschoolers' shape name processing and spatial development.

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Children from lower socioeconomic status (SES) backgrounds showed slower processing of shape names. Early shape name processing efficiency predicts later spatial skills, crucial for STEM success.

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Educational Psychology

Background:

  • Learning geometric shape names integrates early spatial, mathematical, and language skills.
  • These skills are vital for school readiness and predict future success in Science, Technology, Engineering, and Mathematics (STEM).
  • Socioeconomic status (SES) may influence early learning and development.

Purpose of the Study:

  • To investigate if SES affects children's processing of shape names.
  • To determine if differences in shape name processing predict later spatial skills.

Main Methods:

  • An eye-tracking task was administered to 79 three-year-olds with varying maternal education levels.
  • Children were instructed to look at named geometric shapes.
  • Gaze variables were recorded to measure processing efficiency.

Main Results:

  • Children from lower SES backgrounds exhibited longer fixation times and shorter dwell times on target shapes compared to higher SES children.
  • Early gaze variables at age 3 predicted spatial skills measured at age 5.
  • This predictive relationship held even when spatial measures were independent of shape vocabulary.

Conclusions:

  • Lower SES is associated with less efficient processing of shape names in preschoolers.
  • Efficient early processing of shape names appears foundational for developing preschool spatial learning.
  • These findings highlight the role of early language-spatial interactions in cognitive development and STEM readiness.