Individual differences in young children’s visual-spatial abilities

Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna; Dickson, Brandon

doi:10.1080/03004430.2019.1699918

Cited by 5 publications

(5 citation statements)

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“…Our study did not find a significant difference in BDT performance between males and females. The similarities in BDT performance between males and females found in this study are similar to those reported earlier, which also employed similar tests [ 63 , 64 ]. Although there is evidence for a male advantage in visual–spatial abilities [ 65 ], the lockdowns likely impacted children’s visual–spatial skills similarly regardless of gender.…”

Section: Discussionsupporting

confidence: 90%

The Impact of School Closures during COVID-19 Lockdown on Visual–Motor Integration and Block Design Performance: A Comparison of Two Cohorts of Preschool Children

Hairol,

Ahmad,

Muhammad Zihni

et al. 2023

Children

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The COVID-19 outbreak has led to the closure of educational institutions, which may prevent children from attaining skills essential for learning, such as visual–motor integration (VMI) and visuospatial constructional ability (often reflected with the Block Design Test, BDT). This study compares VMI and BDT performance between a pre-pandemic cohort (children who attended preschool in late 2019) and a post-pandemic cohort (those physically attending preschool for the first time at the end of 2021). Participants were children attending government preschools with similar syllabi catered for low-income families. The pre-pandemic cohort was part of an earlier study (n = 202 for VMI and n = 220 for BDT) before lockdowns commenced in March 2020. The post-pandemic cohort comprised 197 children who completed the Beery-VMI and 93 children who completed the BDT. Compared to the pre-pandemic cohort, the post-pandemic cohort had significantly lower mean Beery-VMI scores (t(397) = 3.054, p = 0.002) and was 3.162-times more likely to have a below average Beery-VMI score (OR = 3.162 (95% CI 1.349, 7.411)). The post-pandemic cohort also had significantly lower BDT scores than the pre-pandemic cohort (t(311) = −5.866, p < 0.001). In conclusion, children with disrupted conventional preschool education due to the COVID-19 lockdowns were more likely to have below-average VMI and lower BDT scores.

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Section: Discussionsupporting

confidence: 90%

The Impact of School Closures during COVID-19 Lockdown on Visual–Motor Integration and Block Design Performance: A Comparison of Two Cohorts of Preschool Children

Hairol,

Ahmad,

Muhammad Zihni

et al. 2023

Children

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“…Multiple assessments in each session may be applied to monitor the increasing score of visual spatial abilities from a session to the next session. Third intelligence, which theoretically influences visual spatial abilities (Kotsopoulos, Makosz, Zambrzycka, & Dickson, 2019), is not be controlled. Further research may involve intelligence as a controlled variable.…”

Section: Discussionmentioning

confidence: 99%

Past and present: Improving early childhood visual spatial abilities through traditional game cengkling

Saputra

Ekawati

2021

HUMANITAS

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Pandemic covid-19 started at the end of 2019 in China, spread to all countries in the world impacted in all aspects of human life, including education. Distance learning has become a solution to maintain education for students (Tadesse & Muluye, 2020). In distance learning, the role of parents is more complex, especially for early childhood education. Parents' involvement is needed to conduct learning at home, supervise the learning process, and even more assess the learning outcome designed by the teacher (Solekhah, 2020). Therefore, the Government of Indonesia developed various forms of online learning focus on communication between teachers, students, and parents using unsophisticated equipment. When conducting the learning process at home, parents may use any equipment to stimulate their abilities, including visual spatial abilities.Visual spatial abilities are essential for children. Visual spatial abilities are an essential predictor in STEM (Science, Technology, Engineer and Math) achievement and career (Uttal & Cohen, 2012;Uttal et al., 2013). Individuals with visual spatial abilities will succeed in engineering and physical disciplines such as architecture, physics, chemistry, dentistry, medicine, and medical surgery in the future (Wai, Lubinski, & Benbow, 2009). Furthermore, visual spatial proficiency is also related to remarkable victories in several fields, including trade such as craftsmen, positions in specific industries, surveyors, drafters, map makers (Shea, Lubinski, &Benbow, 2001), and musicians (Hetland, 2000). Therefore every child is expected to have visual spatial abilities to welcome the industrial revolution 4.0, which required technological proficiency (Ekawati & Saputra, 2019).

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“…Early interventions can have great effect on spatial performance of both genders [20]. However, there are studies which found no gender differences in visual-spatial skills [21], in mental rotation ability [22] and in spatial ability in young children [23].…”

Section: Geography and Spatial Skills In Kindergartenmentioning

confidence: 99%

Untitled

2021

IJE

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The construction of space in children develops gradually, as they grow up and is related both to their environment and to their spatial and/or geographical experiences. According to previous studies, spatial thinking is malleable, and can be developed with the use of appropriate teaching interventions and educational material. Geospatial thinking and reading map skills required to decode map symbols are a relatively new and very interesting topic in kindergarten's education. Significance of this study is the creation of two large-scale giant maps, laminated, and appropriate to accompany teaching material that can be used in a teaching intervention based on the Greek kindergarten curriculum. The first map (scale of 1:1000) is a map of the city of Mytilene, and the second one (scale of 1:20000) is of the island of Lesvos; both have dimensions 3X4 meters. The purpose of this study is to present the creation of spatial teaching material, so that map skills in Kindergarten education can be cultivated and developed in order to provide kindergarten teachers with large scale-giant maps and encourage them to introduce them to their teaching, as large scale-giant maps are really powerful educational tools for the development of their pupils' spatial skills.

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Individual differences in young children’s visual-spatial abilities

Cited by 5 publications

References 54 publications

The Impact of School Closures during COVID-19 Lockdown on Visual–Motor Integration and Block Design Performance: A Comparison of Two Cohorts of Preschool Children

The Impact of School Closures during COVID-19 Lockdown on Visual–Motor Integration and Block Design Performance: A Comparison of Two Cohorts of Preschool Children

Past and present: Improving early childhood visual spatial abilities through traditional game cengkling

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