A Longitudinal Study of the Predictive Relations Among Construction Play and Mathematical Achievement

Abstract

This longitudinal study began in 1982 with 37 four year old children who attended the same child care center for at least one year. The participants were assessed on their construction play products of blocks, Legos, and carpentry using the Lunzer Five Point Play Scale. An IQ score was obtained using The McCarthy Scales of Children's Mental Abilities. Gender was also used as a control variable. In 1998, 27 of these participants were found and standardized test scores in mathematics for grades 3, 5, 7, and high school were correlated with play scores. The California Acheivement Test as well as high school higher mathematics classes and honors format classes were noted. Results showed that grades 3 and 5 had little significance found between a participant's play performance and mathematical achievement. At grade 7 and in high school each area of construction play and standardized test scores were found to be significant.