Taking Shape
Supporting Preschoolers' Acquisition of Geometric Knowledge Through Guided Play
Bibliographic Data
| ID | 23329935 |
|---|---|
| Authors | Kelly Fisher (0000-0001-5297-549X, Temple College, corresponding author), Kelly R Fisher (Temple University), Kathy Hirsh‐pasek (0000-0003-2947-4544, Temple College), Kathy Hirsh-Pasek (Temple University), Nora S Newcombe (0000-0002-7044-6046, Temple College), Nora Newcombe (Temple University), Roberta Michnick Golinkoff (0000-0003-3299-9720, University of Delaware) |
| Year | 2013 |
| Volume | 84 |
| Issue | 6 |
| Pages | 1872-1878 |
| Publication date | 2013-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.12091 |
| PMID | 23534446 |
| OpenAlex | W2079264264 |
| Language | EN |
| Citations received | 72 |
| References cited | 16 |
Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child-centered, playful learning programs facilitate learning more than other methods, 4- to 5-year-old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate “sense-making,” such as guided play, undergird shape learning.
Affect (linguistics) · Cognitive psychology · Developmental psychology · Pace · Cognitive and developmental aspects of mathematical skills · Communication · Education and Technology Integration · Mathematics Education and Teaching Techniques · Psychology
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| Unique citing works | 72 |
|---|---|
| Citations per year | 5,54 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 63 |