Training early visuo-spatial abilities: A controlled classroom-based intervention study

Abstract

Visuo-spatial training is considered a promising approach to provide young children with a sound foundation for later mathematical learning. We developed and implemented a tablet-based visuo-spatial intervention in kindergarten classrooms aiming to foster the development of children’s visuo-spatial and numerical abilities. A sample of N = 125 children participated in the present study, 68 children were part of the intervention group and participated in 20 training sessions of 20 min over a 10-week period, 57 children formed a business as usual control group. Results show that, at this young age, visuo-spatial and early math skills are already strongly interlinked. However, the training effects were domain-specific as they only improved visuo-spatial skills, but did not transfer to early math performance in the present setting.