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ERIC Number: EJ893960
Record Type: Journal
Publication Date: 2010-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0300-4430
The Relationship between Preschool Block Play and Reading and Maths Abilities in Early Elementary School: A Longitudinal Study of Children with and without Disabilities
Hanline, Mary Frances; Milton, Sande; Phelps, Pamela C.
Early Child Development and Care, v180 n8 p1005-1017 Sep 2010
The purpose of this study was to explore the predictive relationship between the level of symbolic representation in block constructions of preschoolers and reading and mathematics abilities and rate of growth in early elementary school for children with and without disabilities. Fifty-one children participated, 22 of whom had identified disabilities. No predictive relationship between representational level of block constructions and maths abilities was found. However, growth curve analysis documented that preschoolers, who had higher levels of representation in their block constructions, had higher reading abilities and a faster rate of growth in reading abilities in the early elementary years. This predictive relationship held true for children with and without disabilities. Findings are discussed in relation to the importance of early experiences that are physically and socially organised to provide young children with the foundation for later learning. (Contains 3 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Battelle Developmental Inventory