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Cross, C. T., Woods, T. A., & Schweingruber, H. (Eds.). (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC, US: National Academies Press.

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Rudd, L. C., Lambert, M. C., Satterwhite, M., & Zaier, A. (2008). Mathematical language in early childhood settings: What really counts? Early Childhood Education Journal36, 75-80. 

Sarama, J., & Clements, D. H. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 181-189.

Verdine, B.N., Lucca, K.R., Golinkoff, R. M., Newcombe, N.S., & Hirsh-Pasek, K. (2015) The shape of things: The origin of young children’s knowledge of the names and properties of geometric forms.  Journal of Cognition and Development. 12, 315-331.

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Cartmill, E., Pruden, S. M., Levine, S. C., & Goldin-Meadow, S. (2010). The role of parent gesture in childrens’ spatial language development. In K. Franich, K. M. Iserman & L. L. Kei (eds.), Proceedings of the 34th Annual Boston University Conference on Language Development, (pp. 70-77). Somerville, MA: Cascadilla Press.

Ferrara, K., Hirsh-Pasek, K., Newcombe, N. S., Golinkoff, R. M., & Lam, W. S. (2011). Block talk: Spatial language during block play. Mind, Brain & Education, 5, 143-151.

Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children’s spatial thinking: does talk about the spatial world matter? Developmental Science14, 1417–1430.

Zosh, J. M., Verdine, B. N., Filipowicz, A., Golinkoff, R. M., Hirsh‐Pasek, K., & Newcombe, N. S. (2015). Talking shape: parental language with electronic versus traditional shape sorters. Mind, Brain, and Education9(3), 136-144.

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Lauer, J. E., & Lourenco, S. F. (2016). Spatial processing in infancy predicts both spatial and mathematical aptitude in childhood. Psychological Science27, 1291–1298. 

Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2017). Links between spatial skills and mathematical skills across the preschool years. Monographs of the Society for Research in Child Development, 82

Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Newcombe, N. S., & Hirsh-Pasek, K. (2015). The shape of things: The origin of young children’s knowledge of the names and properties of geometric forms. Journal of Cognition and Development, 12, 315-331.

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Caldera, Y. M., Culp, A. M., O’Brien, M., Truglio, R. T., Alvarez, M., & Huston, A. C. (1999). Children’s play preferences, construction play with blocks, and visual-spatial skills: Are they related? International Journal of Behavioral Development23, 855–872. 

Levine, S. C., Huttenlocher, J., Taylor, A., & Langrock, A. (1999). Early sex differences in spatial skill. Developmental Psychology, 35, 940-949.

Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: a predictor of preschoolers’ spatial transformation skill. Developmental Psychology, 48, 530-542.

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Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York, NY, US: Oxford University Press.

Jirout, J. J., & Newcombe, N. S. (2015). Building blocks for developing spatial skills: evidence from a large, representative U.S. sample. Psychological Science, 26, 302-310.

Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: a predictor of preschoolers’ spatial transformation skill. Developmental Psychology, 48, 530-542.

Uttal, D. H., Miller, D. I., & Newcombe, N. S. (2013). Exploring and enhancing spatial thinking: links to achievement in science, technology, engineering, and mathematics? Current Directions in Psychological Science22, 367-373. 

Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2017). Links between spatial skills and mathematical skills across the preschool years. Monographs of the Society for Research in Child Development, 80

 

  • Direction and movement
    refers to the path along which a person or object moves
    Shape awareness
    is the ability to recognize and identify shapes
    Space and position
    refers to the relationship between objects
    Spatial awareness
    includes understanding shape, size, space, position, direction, and movement
    Spatial language
    refers to words that describe the location of objects in space
    Spatial thinking
    is a set of mental skills that we use to reason about the shape, size, position, direction, and movement of objects