Mathematics, executive functioning, and visual-spatial skills in Chinese kindergarten children: Examining the bidirectionality

This study examined the bidirectional relationships among Chinese children's mathematics, executive functioning, and visual-spatial skills during their transition from kindergarten to primary school. Participants were 172 Cantonese-speaking Hong Kong children (mean age at Time 1 = 62.75 months; 88 male) and their parents. At Time 1 (kindergarten K3), children were administered the measures of mathematics (calculation and applied problems), executive functioning (working memory and inhibitory control), and visual-spatial skills. They were reassessed on these measures at Time 2 (primary 1) 1 year later. Results from the cross-lagged panel model showed that, controlling for child age, gender, and family socioeconomic status, children's visual-spatial skills at Time 1 were significantly predictive of their mathematics at Time 2 and children's executive functioning and visual-spatial skills reciprocally predicted each other across times. However, children's mathematics at Time 1 were not predictive of their executive functioning or visual-spatial skills at Time 2. The findings highlight the desirability of improving children's executive functioning and visual-spatial skills to promote their mathematical performance during the formal school transition. (C) 2020 Elsevier Inc. All rights reserved.