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Structured versus free block play: the impact on arithmetic processing.

Sharlene D Newman1, Erin Loughery2, Ambur Ecklund2

  • 1Department of Psychology, University of Alabama; Department of Psychological and Brain Sciences, Indiana University; Program in Neuroscience, Indiana University.

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Summary
This summary is machine-generated.

Structured block play significantly improved children's arithmetic skills and related brain activity. This contrasts with free block play, offering insights for educational activities to enhance visuospatial and math abilities.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Educational Psychology

Background:

  • Block play is recognized for enhancing visuospatial skills.
  • The specific cognitive effects of different block play types remain unclear.
  • Visuospatial skills are crucial for mathematical performance.

Purpose of the Study:

  • To investigate the differential impact of structured versus free block play on arithmetic processing.
  • To compare behavioral and neural changes associated with two distinct block play interventions.
  • To understand how visuospatial skill development through block play affects mathematical abilities.

Main Methods:

  • Two groups of children (n=43, ages 8.3±0.8 years) engaged in either structured (design copying) or free (imaginative building) block play.
  • Behavioral assessments of arithmetic processing (addition, subtraction) were conducted.
  • Functional magnetic resonance imaging (fMRI) was used to examine brain activity changes.

Main Results:

  • Both groups exhibited behavioral improvements, but only structured block play led to significant gains in both addition and subtraction.
  • The structured block play group demonstrated increased brain activation in regions associated with memory, motor control, and arithmetic processing post-intervention.
  • No significant differences in cognitive effects were observed for free block play compared to structured block play.

Conclusions:

  • Structured block play appears more beneficial than free block play for improving arithmetic processing.
  • Findings suggest that structured block play can positively influence neural mechanisms underlying mathematical skills.
  • The study informs pedagogical strategies for using block play to enhance visuospatial and mathematical competencies in educational settings.