Youtube Video: https://www.youtube.com/watch?v=BpEQXU1YPe4&feature=youtu.be
Adams, K. D. (2012). Access to math activities for children with disabilities by controlling lego robots via augmentative and alternative communication devices. Dissertation Abstracts International: Section B: The Sciences and Engineering. ProQuest Information & Learning. Retrieved from http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-99040-130&site=ehost-live
Bojorque, G., Torbeyns, J., Van Hoof, J., Van Nijlen, D., & Verschaffel, L. (2018). Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies. Early Childhood Research Quarterly, 44, 231–241. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1016/j.ecresq.2017.12.009
Brosnan, M. J. (1998). Spatial ability in children’s play with Lego blocks. Perceptual and Motor Skills, 87(1), 19-28.
LINK: https://psycnet.apa.org/record/1998-12592-002
Sex differences in spatial ability have been argued to originate from sex differences in children’s play preferences. Child (30 boys and 20 girls) were asked to construct a specific three-dimensional model using Lego blocks and were also given the Shepard and Metzler test of mental rotation. Those who played with the legos scored higher in spatial ability than those who did not. Spatial thinking concerns the positions of objects, their shapes, their spatial relations to one another and the movement they make. This is beneficial to our question because once spatial abilities go hand and hand with STEM capabilities.
Caldera, M. “Children’s play preferences, construction play with blocks, and visual-spatial skills: Are they related?” International journal of behavioral development 23.4 (1999): 855-872.
Casler-Failing, S. (2017). The effects of integrating LEGO robotics into a mathematics curriculum to promote the development of proportional reasoning (Order No. 10204060). https://search-proquest.com.proxy.wexler.hunter.cuny.edu/docview/1937916116?accountid=27495
The incorporation of LEGO robotics has a significant impact on the proportional reasoning skills of 7th graders (Casler-Failing, S., 2017). In an experiment conducted to test the impacts of LEGO robotics, quantified data displayed that LEGOs improve student’s involvement and engagement in class, as well as their overall constructional and proportional reasoning skills in their mathematics abilities. This experiment aids in our research by providing helpful, quantifiable data on the subject of legos and STEM capabilities. Furthermore, it provides us with unique data regarding student involvement. This suggests this form of learning in potentially more enjoyable, thus creating heavier engagement in STEM subjects.
Cohen, L. E., & Emmons, J. (2017). Block play: Spatial language with preschool and school-aged children. Early Child Development and Care, 187(5–6), 967–977. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1080/03004430.2016.1223064
Cook, A. M., Adams, K., Volden, J., Harbottle, N., & Harbottle, C. (2011). Using Lego robots to estimate cognitive ability in children who have severe physical disabilities. Disability and Rehabilitation: Assistive Technology, 6(4), 338-346.
Coxon, S. V. (2012). The malleability of spatial ability under treatment of a FIRST LEGO league-based robotics unit (Order No. 3492309). Available from ProQuest Dissertations & Theses A&I. (916772349). Retrieved from https://search.proquest.com/docview/916772349
Coxon and colleagues (2012) found that although spatial abilities are extremely crucial to the development of STEM proficiency, they are rarely a part of early childhood academic curriculums. Their experiment included pre- and post-tests for spatial ability. In between the tests, they had the experiment group work on lego-robotic tasks. The men in experimental group displayed significant improvement on the spacial post-test. This experiment is relevant to our research because it provides us with data involving improvements of special abilities after LEGO usage, as well as an explanation of the importance of spatial abilities, which are not usually added to the curriculum of early childhood education. This, furthermore, it examines the impact of the absence of these programs on children, displaying a greater need for research on the topic to prevent the discouragement of STEM proficiency.
Coxon, S. V., Dohrman, R. L., & Nadler, D. R. (2018). Children using robotics for engineering, science, technology, and math (CREST-M): The development and evaluation of an engaging math curriculum. Roeper Review: A Journal on Gifted Education, 40(2), 86–96. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1080/02783193.2018.1434711
Geer, E. A., Quinn, J. M., & Ganley, C. M. (2019). Relations between spatial skills and math performance in elementary school children: A longitudinal investigation. Developmental Psychology, 55(3), 637–652. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1037/dev0000649.supp (Supplemental)
Gura, M. (2012). Lego Robotics: STEM Sport of the Mind. Learning & Leading with Technology, 40(1), 12-16.
https://files.eric.ed.gov/fulltext/EJ991224.pdf
Flapper, B. C., Houwen, S., & Schoemaker, M. M. (2006). Fine motor skills and effects of methylphenidate in children with attention-deficit–hyperactivity disorder and developmental coordination disorder. Developmental medicine and child neurology, 48(3), 165-169.
Freeman, L. A. (2003). Simulation and role playing with LEGO® blocks. Journal of Information Systems Education, 14(2), 137-144.
LINK:https://www.researchgate.net/publication/228422635_Simulation_and_role_playing_with_LEGOR_Blocks
Hornung, C., Schiltz, C., Brunner, M., & Martin, R. (2014). Predicting first-grade mathematics achievement: The contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Psychology, 5. http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-40896-001&site=ehost-live
Hu, X., Zheng, Q., & Lee, G. T. (2018). Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting. Journal of autism and developmental disorders, 48(7), 2444-2457.
LINK: http://scholar.google.com/citations?user=yuJ555wAAAAJ&hl=en
The use of LEGOS is a great way for children to better develop their cognitive and motor skills. The purpose of this study was to examine the effects of a peer-mediated LEGO play intervention on improving social skills for children with ASD in an inclusive preschool in China. Results indicated that all three participants with ASD increased their social initiations and responses after completing the intervention. This study supports our question because it gives us insight on the use of LEGOs in children with autism.
Karp, T., Gale, R., Lowe, L. A., Medina, V., & Beutlich, E. (2010). Generation NXT: Building Young Engineers With LEGOs. IEEE Transactions on Education, 53(1), 80-87. doi:10.1109/te.2009.2024410
Langer, C., & Strothotte, C. (2007). The benefits of integrating LEGO mindstorms into design education: Course” Media Systems”. In DS 43: Proceedings of E&PDE 2007, the 9th International Conference on Engineering and Product Design Education, University of Northumbria, Newcastle, UK, 13.-14.09. 2007.
Laura Stannard, Charles H. Wolfgang, Ithel Jones & Pamela Phelps (2001) A Longitudinal Study of the Predictive Relations Among Construction Play and Mathematical Achievement, Early Child Development and Care, 167:1, 115-125, DOI: 10.1080/0300443011670110
Lemons, G., Carberry, A., Swan, C., Jarvin, L., & Rogers, C. (2010). The benefits of model building in teaching engineering design. Design Studies, 31(3), 288-309. doi:10.1016/j.destud.2010.02.001
This study uses LEGOS in order to teach engineering. Participants were told to use legos to build and they found that building helped them become more creative. They were able to create their own ideas. This is relevant to our research study because it let’s us know the effects of using LEGOs. In this case, legos directly affect the creativity in the Engineering part of STEM.
LeGoff, D. B. (2004). Use of LEGO© as a therapeutic medium for improving social competence. Journal of autism and developmental disorders, 34(5), 557-571.
Li, Y., Huang, Z., Jiang, M., & Chang, T.-W. (2016). The effect on pupils’ science performance and problem-solving ability through Lego: An engineering design-based modeling approach. Journal of Educational Technology & Society, 19(3), 143–156.
Incorporating Legos into fourth grade student’s curriculum was shown to have significant effects on their problem solving abilities (Li, Y & colleagues 2016). Within this controlled study, student’s who partook in lego play displayed stronger problem solving capabilities within science classes, as opposed to students who were not assigned to play with legos. Problem solving skills were quantified using pre- & post-tests on spacial and scientific problem solving. Our research topic states that legos will have a significantly improve children’s STEM capabilities. This experiment is very relevant to our research topic because it provides us with data regarding improvements in scientific problem solving after the use of Lego building blocks.
Mutaf Yildiz, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2018). Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading. British Journal of Developmental Psychology, 36(2), 354–370. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1111/bjdp.12235
This study focuses on how home activities affect mathematical skills in children. These home activities included book reading and Lego building. They compared how each of these activities might have affected the math skills differently. This is different in that most studies include questionnaires rather than hand on activities to study the effects of math skills. This helps with our research topic because it gives us insight on the Math aspect of our study. Learning about whether or not Legos may be helpful for children in the future helps us better understand our topic and how to approach it experimentally.
Nath, S., & Szücs, D. (2014). Construction play and cognitive skills associated with the development of mathematical abilities in 7-year-old children. Learning and Instruction, 32, 73–80.
https://doi-org.proxy.wexler.hunter.cuny.edu/10.1016/j.learninstruc.2014.01.006
Swiya Nath & colleagues (2014) designed an experiment to test their hypothesis regarding constructional play and its impact on mathematical capabilities. Using a sample size N=66 of 7 year old children, they tested both their lego spacial building capabilities as well as their math proficiency. The math test used validated scores, adding to the credibility of the design. They found significant results, displaying that children’s lego building capabilities were significantly positively correlated with their math proficiency test scores. This study is extremely applicable to our research topic, which examines the connection between STEM capabilities and use of legos within childhood. Providing us with quantifiable data that displays a linear connection between math abilities and lego building brings us closer to understanding the impacts of Lego building blocks on cognitive development.
Piek, J. P., Dawson, L., Smith, L. M., & Gasson, N. (2008). The role of early fine and gross motor development on later motor and cognitive ability. Human movement science, 27(5), 668-681.
LINK: https://www.ncbi.nlm.nih.gov/pubmed/18242747
Sarama, J., & Clements, D. H. (2008, November 30). Building Blocks and Cognitive Building Blocks: Playing to Know the World Mathematically. Retrieved from https://eric.ed.gov/?id=EJ1069014
This study compares learning and playing in children. It is believed that a lot of what children do to play can be categorized as math. A lot of what we see in our everyday life is math. In this study they emphasize how preschoolers are able to explore shapes and patterns. A big part of playing is using blocks as well. This study is important for our research because it helps to understand how most our real life experiences are a framework for education. This happens to emphasize how blocks affect math.
Soltanlou, M., Artemenko, C., Dresler, T., Fallgatter, A. J., Ehlis, A.-C., & Nuerk, H.-C. (2019). Math anxiety in combination with low visuospatial memory impairs math learning in children. Frontiers in Psychology, 10. https://doi-org.proxy.wexler.hunter.cuny.edu/10.3389/fpsyg.2019.00089
Wang, E., & Wang, R. (2001). Using legos and robolab (labview) with elementary school children. In 31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No. 01CH37193) (Vol. 1, pp. T2E-T11). IEEE.
Watson, J. A., Nida, R. E., & Shade, D. D. (1986). Educational issues concerning young children and microcomputers: Lego with logo? Early Child Development and Care, 23(4), 299–316. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1080/0300443860230404
Wolfgang, H. “Advanced Constructional Play with LEGOs Among Preschoolers as a Predictor of Later School Achievement in Mathematics.” Early child development and care 173.5 (2003): 467-475.
The research question asked was “Will those children ages three and four who have intensive play experiences in play‐based preschools and who can perform at high levels of LEGO building as constructional play also show high levels of mathematical achievement later in formal school settings?”. The researchers in this study came to the conclusion that there is a statistical relationship early LEGO performance among preschool and achievement in mathematics. This gives us data in the mathematics aspect of STEM capabilities in children.
Zhang, L., Sun, J., Richards, B., Davidson, K., & Rao, N. (2018). Motor Skills and Executive Function Contribute to Early Achievement in East Asia and the Pacific. Early Education and Development, 29(8), 1061-1080.
WHAT WE EACH DID:
Since there are three of us in a group, we found it easiest to split the work evenly. We each tried to find our own 10 articles, but if one of us had trouble, another would try to fill in. The written work was equal. Isabel and Kayla found many of the articles. The three of us all wrote about the articles we believe to most useful or helpful for our research question. We all made sure to have our sources in APA format. In the video, we each introduced ourselves and tried to to explain a certain aspect of our research and our time management. Jessica edited the video to make the video flow well and uploaded it to youtube.
