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Data on preschool children׳s math, patterning, and spatial knowledge.

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  • 1Vanderbilt University, United States.

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Early math skills in preschoolers are linked to spatial and patterning abilities. This study assessed these skills in young children to understand their development and relationship to early mathematics. Further findings are published separately.

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Area of Science:

  • Cognitive Development
  • Early Childhood Education
  • Educational Psychology

Background:

  • Preschool-aged children's foundational cognitive skills are crucial for academic success.
  • Understanding the interplay between spatial reasoning, patterning, and early math is vital for targeted educational interventions.

Purpose of the Study:

  • To assess the math, repeating patterning, spatial, and verbal skills of preschool children.
  • To examine the relationships between these cognitive skills in early childhood.

Main Methods:

  • Seventy-three preschoolers (average age 4 years 7 months) were assessed at the start of their pre-kindergarten year.
  • Skills assessed included mathematics, repeating patterning, spatial abilities (e.g., Block Design, Position in Space, Corsi Block Tapping), verbal skills (NIH Toolbox Picture Vocabulary), and memory span.
  • Math and memory span were reassessed near the end of the school year.

Main Results:

  • The study provides baseline data on various cognitive skills in a preschool cohort.
  • Detailed findings on the specific relationships between patterning, spatial, and math skills are published in a separate study (Rittle-Johnson et al., 2018).

Conclusions:

  • Early cognitive assessments provide valuable insights into children's developmental trajectories.
  • The foundational skills of patterning and spatial reasoning are important areas for early childhood education research.