Child Care and Early Education Research Connections

Skip to main content

Maternal support of young children's planning and spatial concept learning as predictors of later math (and reading) achievement

The goal of this study was to examine maternal support of spatial concept learning and planning at 36 months as predictors of children's math achievement at 4 1/2 years and first grade. Observational measures of videotaped mother-child interactions from the Boston site of the NICHD Study of Early Child Care and Youth Development (N = 140) were used to examine the effectiveness of support for spatial concept learning and planning during a block building play activity. Trained observers rated maternal support of children's learning of spatial concepts through spatial language and gestures, with higher ratings involving explanations and encouragement of children's use of spatial concepts. This measure was predictive of math achievement at 4 1/2 years when controlling for length of the parent-child observation, child gender, ethnicity, and IQ at 2 years, as well as maternal years of education, verbal intelligence, income-to-needs averaged from 1 to 36 months, parenting stress, general cognitive stimulation, and maternal support of numerical concepts during the same observation. Maternal support of children's planning skills, also rated by trained observers during the block building activity, involved identifying incremental steps to reach the block building goal, with higher ratings given for encouraging planning on the part of the child. This measure was predictive of math achievement at 4 1/2 years, as well as reading achievement at both 4 1/2 years and first grade, suggesting that maternal planning support has associations with the two key measures of school readiness, while maternal spatial support may be specific to mathematics. (author abstract)
Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Distributional effects on children’s cognitive and social-emotional outcomes in the Head Start Impact Study: A quantile regression approach

Reports & Papersview

Digital self-administered assessments: The utility of touch screen tablets as a platform for engaging, early learner assessment

Reports & Papersview

The kindergarten hotspot: Literacy skill convergence between Boston prekindergarten enrollees and nonenrollees

Reports & Papersview
Release: 'v1.8.0' | Built: 2022-05-10 15:16:14 EDT