Parental guidance in preschoolers' understanding of spatial-graphic representations

Lisa E. Szechter, Lynn S. Liben

Research output: Contribution to journalArticle

54 Scopus citations

Abstract

This research was designed to observe whether parents guide their children's understanding of spatial-graphic representations and, if so, to describe the quality of the strategies they use. Parents read a picture book to their preschoolers (3 or 5 years, N= 31) and children completed spatial-graphic comprehension tasks. Observational data revealed a range of creative behaviors used to address the book's spatial-graphic challenges. The incidence and quality of parental spatial-graphic behaviors were significantly related to 5-year-old children's performance on spatial-graphic measures. These findings, as well as the paucity of parent attention to aesthetics or graphic production techniques, are discussed in relation to representational development and educational practice.

Original languageEnglish (US)
Pages (from-to)869-885
Number of pages17
JournalChild development
Volume75
Issue number3
DOIs
StatePublished - May 1 2004

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Parental guidance in preschoolers' understanding of spatial-graphic representations'. Together they form a unique fingerprint.

  • Cite this