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

被引:24
作者
Fung, Wing Kai [1 ]
Chung, Kevin Kien Hoa [1 ]
Lam, Chun Bun [1 ]
机构
[1] Educ Univ Hong Kong, Dept Early Childhood Educ, Tai Po, Hong Kong, Peoples R China
关键词
Bidirectionality; Executive functioning; Visual-spatial skills; Mathematics; Chinese children; School Transition; SELF-REGULATION; LITERACY; MATH; PRESCHOOLERS; ACHIEVEMENT; ABILITY;
D O I
10.1016/j.jecp.2020.104923
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
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.
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页数:10
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