Effects of Geometric Toy Design on Parent-Child Interactions and Spatial Language.

ABSTRACT: Geometric forms have formal definitions. While knowing shape names is considered important for school-readiness, many children do not understand the defining features of shapes until well into elementary school (Satlow & Newcombe, 1998). One reason is likely that they do not encounter enough variety in the shapes they see (citation removed). The present study observed 60 parents and their 3-year-old children during play with geometric toys, exploring how spatial language varied with the nature of the shape-toy set (canonical shapes versus a mix of canonical and unusual or less-canonical variants) and whether geometric shapes were presented as tangible, traditional toys or shown on a touchscreen tablet app. Although children in the app condition heard more shape names than the other conditi

SUBMITTER: Verdine BN 

PROVIDER: S-EPMC6289199 | biostudies-literature | 2019 1st Quarter

REPOSITORIES: biostudies-literature