The relations between executive function, spatial skills, and building complexity during block play in young children

This study investigated the associations between executive function (EF), spatial skills, and both the average levels and developmental trajectories of building complexity in preschoolers during block play, across two instructional contexts. Data were drawn from a large block play intervention study that included three conditions: free play, semi-structured, and business-as-usual (BAU). Intervention included 15-minute small group sessions that occurred twice per week for eight weeks. The present sample focused on 142 preschoolers (Mage = 54 months) who were randomly assigned to the free play and semi-structured conditions. Only participants in these two conditions engaged in block-play sessions, thereby yielding data on block-building complexity. Results indicated that children in both conditions generally showed a decline in building complexity scores over the 8-week intervention. However, after the introduction of picture prompts, children in the semi-structured condition exhibited an initial decline followed by subsequent improvement in block building complexity, whereas no clear patterns were observed in the free play condition. There was a significant positive association between children's baseline spatial skills and their average building complexity across the intervention, which aligned with the hypothesis. Marginally significant positive associations were observed between baseline aggregate EF and the developmental change of building complexity over the course of the intervention. Implications for future research are discussed.