Young Children's Block Construction Activities: Findings From 3 Years of Observation

Hanline, Mary Frances; Milton, Sande; Phelps, Pamela C.

doi:10.1177/10538151010240030701

Cited by 39 publications

(41 citation statements)

References 9 publications

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“…Overall, the substantial lack of gender influence in the age range considered, is in agreement with the results of longitudinal studies already available (e.g., Hanline et al, 2001;Wolfgang et al, 2003;Pirrone & Di Nuovo, 2014), which highlights an absence of significant gender differences until the pubertal age. The better performance exhibited by males in activities involving visuo-spatial abilities is in line with previous studies (e.g., Brosnan, 1998;Caldera, 1999;Casey, Pezaris, & Bassi, 2012).…”

supporting

confidence: 77%

Learning Potential in Mathematics through Imagination and Manipulation of Building Blocks

Pirrone

Nicolosi²,

Passanisi

et al. 2015

MJSS

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supporting

confidence: 77%

Learning Potential in Mathematics through Imagination and Manipulation of Building Blocks

Pirrone

Nicolosi²,

Passanisi

et al. 2015

MJSS

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“…First, this study will describe the development of stacking skill from 10 to 14 months. Very few studies of stacking skill have examined infants (e.g., Chen et al, ; Hanline, Milton & Phelps, ; Marcinowski, ), therefore a description of stacking at these ages (10–14 months) is important to understanding how this skill emerges.…”

Section: Introductionmentioning

confidence: 99%

Do hand preferences predict stacking skill during infancy?

Marcinowski

Campbell

Faldowski

et al. 2016

Developmental Psychobiology

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The cascade theory of handedness suggests that hand preferences develop from a history of cascading and sequentially developing manual asymmetries for a variety of actions. Infants who consistently use their preferred hand for a variety of actions likely would gain proficiency using that preferred hand and, consequently, perform more proficiently on other challenging manual tasks. One such task is object stacking, which has been linked with a number of cognitive abilities. If infant hand preference facilitates the development of stacking skill, then this could provide a link by which early hand preference might affect the development of cognition. From a sample of 380 infants assessed for an acquisition hand preference across 6-14 months, 131 infants were assessed for stacking skill from 10 to 14 months at monthly visits. Four unique handedness sub-groups were identified from the 380-infant sample: left, trending right, stable right, or no hand preference. Each of the four hand preference groups exhibited different trajectories in the development of their stacking skills. Left- and stable right-handers stacked more items than infants with no preference by 14 months, whereas infants with a trending right preference did not. The proportion of preferred hand use (right and left) from 6 to 9 months also predicted an earlier initial onset of stacking skill, whereas the proportion of only right hand use did not. Thus, the development of a hand preference predicts an earlier emergence of stacking skill and may have implications for other domains of infant cognitive development.

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“…Many educators believe that play is integral in the early childhood teaching and learning process (Bennet et al, 1997;Ruff & Lawson, 1990;Hanline et al, 2001;Saracho & Spodek, 1995;Wood & Atfield, 1996). Given the importance of play and the scarce research on deaf children' play in classrooms, the purpose of the this study was to learn more about deaf children's indoor play behaviors and to propose guidelines about the integration of play in classrooms with deaf children.…”

Section: Introductionmentioning

confidence: 99%

Understanding Indoor Play in Deaf Children: An Analysis of Play Behaviors

Musyoka¹

2015

PSYCH

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Play is an important element of cognitive, social and language development. Most preschool classrooms provide opportunity for indoor play and studies are needed to improve indoor play contexts for all children, including deaf children. The present study documented and described the play behaviors of Ann, a four-year-old native American Sign Language (ASL) deaf child in an ASL/ English bilingual classroom. Ann engaged in various play behaviors, in different play centers, and with different play partners. The sample consisted of 22 play episodes collected over a period of one year. A combination of social and cognitive play behavior categories based on Rubin's (2001) Play Observation Scale were used for documenting and the coding of the play behaviors observed. The results revealed that Ann was capable of engaging in developmentally appropriate play behaviors that were similar to those reported for hearing children her age. In addition, her play behaviors varied in relation to the play context and play partners. Teacher's decisions and control of play in the classroom appeared to have an impact on the play behaviors Ann demonstrated.

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Young Children's Block Construction Activities: Findings From 3 Years of Observation

Cited by 39 publications

References 9 publications

Learning Potential in Mathematics through Imagination and Manipulation of Building Blocks

Learning Potential in Mathematics through Imagination and Manipulation of Building Blocks

Do hand preferences predict stacking skill during infancy?

Understanding Indoor Play in Deaf Children: An Analysis of Play Behaviors

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