Abstract
Learning the names of geometric shapes is at the intersection of early spatial, mathematical, and language skills, all important for school-readiness and predictors of later abilities in science, technology, engineering, and mathematics (STEM). We investigated whether socioeconomic status (SES) influenced children's processing of shape names and whether differences in processing were predictive of later spatial skills. Three-year-olds (N = 79) with mothers of varying education levels participated in an eye-tracking task that required them to look at named shapes. Lower SES children took longer to fixate target shapes and spent less time looking at them than higher SES children. Gaze variables measured at age 3 were predictive of spatial skills measured at age 5 even though the spatial measures did not require shape-related vocabulary. Early efficiency in the processing of shape names may contribute to the development of a foundation for spatial learning in the preschool years. (PsycINFO Database Record
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
