Let games improve your child’s cognitive ability
Recent research has found that games can help children develop cognitive abilities.
Researchers from Rhodes College use data from a nationally representative study to show that children who often play intellectual puzzles, building blocks, and board games have better spatial reasoning skills.
The research is published in the journal of the Psychological Science Association and belongs to the field of psychology.
“We found that specific spatial games are closely related to children’s spatial reasoning skills.
“Doctor of Jamie Geott, psychologist and chief scientist.
“It’s important because giving children the experience of playing space games can easily advance their spatial reasoning skills, especially for those children who have obvious disadvantages, some of them girls and children from low-income families.
“Being able to reason about space and being able to manipulate spatial objects is a vital part of everyday life.
This skill helps us navigate short streets, assemble a pile of furniture that is already parts, and even fill a dishwasher.
Beyond that, this skill is vital to the success of academic fields, including all fields of science, technology, engineering and mathematics.
Graduates in these fields are often considered professional and highly employed.
“Although previous research has shown that space game activities may develop children’s spatial reasoning skills, there are a large number of examples as relevant data.
The Wexler Intelligence Scale for Preschool Children has been revised and standardized, and is often used to test cognitive abilities. It provides a great opportunity for research by Geott and Temple University co-author Nora Newcombe.Space games and space thinking for kids.
Geott and Newcombe analyzed data from 847 children between the ages of four and seven who tested the revised preschool children’s intelligence scale, which included quantitative assessments of general intellectual cognitive skills.
Children’s spatial reasoning ability is clearly tested through the block design test commonly used in preschool children’s intelligence scales, which requires children to reproduce specific 2D designs using cubes with red, white and half-red and half-white surfaces.
Researchers also examined survey data that ranked parent-child behavior and joint parent-child activity.
Researchers found that socioeconomic levels of the family, gender, and general intelligence scores were all related to children’s performance on the block design test task.
Children from lower socio-economic groups get scores on block design tests than children from middle and higher socio-economic groups.
Moreover, the scores obtained by the boy on the block design test are higher than those obtained by the girl, although only a few other cognitive abilities are considered internally, such as vocabulary, working memory, and processing speed.
More importantly, how often children play certain toys is also related to their spatial reasoning skills.
Children who play jigsaw puzzles, building blocks, and board games often (more than six times a week) get a block design test score higher than those who occasionally (three to five times a week) or never play these toys.
Other types of games (such as drawing, playing with noisy toys, cycling, skateboarding, scooters) or parent-child activities are not included in the survey data related to children’s spatial reasoning ability.
Consistent with previous research findings, parents recorded boys playing space games-playing puzzles, building blocks, and board games more often than girls repeating, even after the spatial reasoning ability was considered a range of consideration.
Researchers have suggested that the linkages between the potential working mechanisms of spatial play and spatial reasoning need to be investigated further, but these results suggest that targeting children’s spatial play may be a viable intervention tool to improve their spatial reasoning abilities.
“Research in this area has the potential to provide practical meaning to those who influence and act on children’s toys and play experiences.
Examples are parents, teachers, childcare providers, and even toy manufacturers.
Gyote and Newcombe plan to conduct deeper experimental research aimed at clear causal links between space games and spatial reasoning abilities, from non-distance home-based settings and wider classroom-based environmentsStart on two fronts.