Learning Research and Development Center, Pittsburgh, Pennsylvania, USA.
Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA.
Child Dev. 2024 May-Jun;95(3):734-749. doi: 10.1111/cdev.14024. Epub 2023 Oct 20.
Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, M = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.
本研究旨在探讨儿童的空间活动和父母的空间语言与其空间技能变化之间的关系（N=113，M=4 岁 4 个月；51%为女性；80%为白人，11%为黑人，9%为其他族裔）。研究结果表明，父母报告的日常空间活动多样性越高，在空间活动中使用的空间语言长度越长，其孩子从 4 岁到 5 岁的空间技能增长幅度越大（β=0.17 和 β=0.40）。重要的是，本研究首次超越了空间输入的频率计数，调查了儿童日常空间活动的多样性以及父母在不同情境下空间语言的复杂性，与学龄前儿童空间技能的增长之间的联系，这是后期 STEM 成功的一个重要预测因素。
