The relationship between preschool block play and reading and maths abilities in early elementary school: a longitudinal study of children with and without disabilities

• Published in: Early child development and care Vol. 180; no. 8; pp. 1005 - 1017
• Main Authors: Hanline, Mary Frances, Milton, Sande, Phelps, Pamela C.
• Format: Journal Article
• Language: English
• Published: Routledge 01-09-2010
• Subjects: Battelle Developmental Inventory; block play; Child Care; Child Development; Children; Comparative Analysis; construction play; Correlation; Disabilities; Disabled children; early academics; Elementary schools; emergent literacy; Longitudinal Studies; Mathematical Concepts; Mathematics; Mathematics Skills; Predictor Variables; Preschool Children; Reading Ability; Reading Skills; Symbolic representation; Young Children
• ISSN: 0300-4430; 1476-8275
• DOI: 10.1080/03004430802671171

The purpose of this study was to explore the predictive relationship between the level of symbolic representation in block constructions of preschoolers and reading and mathematics abilities and rate of growth in early elementary school for children with and without disabilities. Fifty-one children participated, 22 of whom had identified disabilities. No predictive relationship between representational level of block constructions and maths abilities was found. However, growth curve analysis documented that preschoolers, who had higher levels of representation in their block constructions, had higher reading abilities and a faster rate of growth in reading abilities in the early elementary years. This predictive relationship held true for children with and without disabilities. Findings are discussed in relation to the importance of early experiences that are physically and socially organised to provide young children with the foundation for later learning.