Gender Differences in Toddlers' Visual-Spatial Skills

• Published in: Mathematical thinking and learning Vol. 19; no. 3; pp. 167 - 180
• Main Authors: Kotsopoulos, Donna, Zambrzycka, Joanna, Makosz, Samantha
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 03.07.2017; Taylor & Francis Ltd
• Subjects: Children; Children & youth; Cognitive Ability; College presidents; Correlation; Fingers & toes; Gender aspects; Gender Differences; Girls; Intelligence Tests; Learning Activities; Longitudinal Studies; Predictor Variables; Preschool Education; Questionnaires; Reasoning; Science teachers; Skills; Spatial Ability; Statistical Analysis; Toddlers; Visual Acuity
• ISSN: 1098-6065; 1532-7833
• DOI: 10.1080/10986065.2017.1328634

The purpose of the present study was to determine whether there are visual-spatial gender differences in two-year-olds, to investigate the environmental and cognitive factors that contribute to two-year-olds' visual-spatial skills, and to explore whether these factors differ for boys and girls. Children (N = 63; M age  = 28.17 months) were assessed on their visual-spatial skills and on measures related to visual-spatial skills: intelligence, quantitative reasoning, working memory, and home spatial activity engagement. Children's mothers were assessed on mental rotation ability. Results found no difference between boys' and girls' visual-spatial skills at age two. Quantitative reasoning contributed the most to girls' visual-spatial skills. No variables were predictive for the boys, though boys with higher spatial activity frequency had higher visual-spatial skills. The differential predictors have implications for the development and fostering of visual-spatial skills, particularly for girls, who may be at a disadvantage in this area when they are older.