Mathematics, executive functioning, and visual-spatial skills in Chinese kindergarten children: Examining the...

Area of Science:

• Child Development
• Educational Psychology
• Cognitive Science

Background:

• The transition from kindergarten to primary school is a critical period for academic development.
• Understanding the interplay of cognitive skills is essential for supporting children's learning.
• Mathematics, executive functioning, and visual-spatial skills are key components of early academic success.

Purpose of the Study:

• To investigate the bidirectional relationships between mathematics, executive functioning, and visual-spatial skills in young children.
• To examine how these skills predict each other during the transition from kindergarten to primary school.
• To identify which skills are most influential for mathematical development.

Main Methods:

• A longitudinal study involving 172 Hong Kong children followed from kindergarten (K3) to primary 1.
• Children completed assessments of mathematics, executive functioning (working memory, inhibitory control), and visual-spatial skills at two time points, one year apart.
• Cross-lagged panel models were used to analyze the predictive relationships between skills, controlling for covariates.

Main Results:

• Children's visual-spatial skills in kindergarten significantly predicted their mathematics performance in primary 1.
• Executive functioning and visual-spatial skills showed a reciprocal relationship, influencing each other over time.
• Mathematics performance in kindergarten did not predict later executive functioning or visual-spatial skills.

Conclusions:

• Improving children's executive functioning and visual-spatial skills is recommended to enhance mathematical performance.
• These cognitive skills play a vital role in supporting mathematical learning during the crucial school transition.
• Targeted interventions focusing on executive functioning and visual-spatial abilities may benefit early mathematics education.