Understanding the development of spatial skills is important for
improving overall success in STEM (science, technology, engineering, and
mathematics) fields (e.g., Wai, Lubinski, Benbow, & Steiger, 2010).
Children use spatial skills to understand the world and can practice
them via spatial assembly activities like puzzles or blocks. These
skills have been linked to success in subjects like mathematics (Mix &
Cheng, 2012) and science (Pallrand & Seeber, 1984; Pribyl & Bodner,
1987). This monograph sought to answer four questions about early
spatial development: 1) Can we reliably measure spatial skills in 3- and
4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills
at age 5?; 3) Do preschool spatial skills predict mathematics skills at
age 5?; and 4) What factors contribute to individual differences in
preschool spatial skills (e.g., SES, gender, fine-motor skills,
vocabulary, and executive function)? Longitudinal data generated from a
new spatial skill test for 3-year-old children, called the TOSA (Test of
Spatial Assembly), show that it is a reliable and valid measure of early
spatial skills that provides strong prediction to spatial skills
measured with established tests at age 5. New data using this measure
finds links between early spatial skill and mathematics, language, and
executive function skills. Analyses suggest that preschool spatial
experiences may play a central role in early mathematical skills.
Executive function skills further predict mathematical performance and
individual differences, specifically socio economic status, are related
to spatial and mathematical skill. We conclude by exploring ways of
providing rich early spatial experiences.
