GeoChild – Development of Geometrical Competences in Early Childhood

Project Description

Mathematics is often denoted the science of structures and patterns. This fact becomes obvious when considering geometric forms and figures. When children first engage in games with, for instance, building blocks or puzzles during early childhood, they are already dealing with such basic geometric patterns and structures. The project GeoChild investigated how basic geometrical skills develop and how they may be trained successfully in kindergarten.

Over the past years, extensive research effort has been dedicated to identifying the foundations of successful development of numerical and arithmetical competences. However, knowledge on the development of geometrical competences is comparatively patchy. On a basic level, it is assumed that the acquisition of Euclidean geometry is based on two distinct cognitive core systems. One of these two systems is assumed to support large-scale navigation in physical space whereas the other system allows for identifying the shapes of small-scale, moveable objects.

Based on this theoretical perspective, the project examined which prerequisites corroborate the acquisition of basic geometrical competences such as identifying and categorizing geometrical forms as well as navigating through physical space. Additionally, the project evaluated how these competences may be trained effectively in early childhood education.

Funding

Cooperations

The project was a cooperation with Prof. Dr. Korbinian Moeller and Anna Meinhardt.

Publications

Jung, S., Meinhardt, A., Braeuning, D., Roesch, S., Cornu, V., Pazouki, T., Schiltz, C., Lonnemann J., & Moeller, K. (2020). Hierarchical development of early visual-spatial abilities - A taxonomy based assessment using the MaGrid app. Frontiers in Psychology - Cognitive Science. doi:10.3389/fpsyg.2020.00871

Project Management

Project Details