Tablet-based visuo-spatial training tool for preschoolers

In the context of numerical development, visuo-spatial skills are are assumed to provide an early foundation for later mathematical learning. First evidence for positive effects of visuo-spatial training on numerical performance in children has recently been provided (Cheng & Mix, 2014). In sum, visuo-spatial training can be considered as being a promising approach for enhancing young children’s early math performance and providing them with a sound foundation for later mathematical learning. Nevertheless, rarely any visuo-spatial training material is currently available for the preschool setting. Based on this, we have developed a tablet-based visual-spatial intervention tool for preschoolers. This tool has been specifically designed for the school setting and should be administered by a teacher to a whole classroom or a small group of children. In terms of design, the tablet workspace is conceptualized as an electronic blackboard being used in combination with external material such as booklets. A multitude of tasks targeting different levels of visual-spatial abilities have been developed and will be presented. This tool is currently being scientifically evaluated in the context of a first classroom based intervention study in Luxembourgish kindergartens (N=125). In a pretest-posttest design, we are evaluating changes in visuo-spatial abilities and potential transfer effects on numerical abilities in the intervention group (n=68) compared to a “teaching as usual” control group (n=57). The intervention is carried out twice per week (20 minutes per session) over a period of 10 weeks. Only near transfer effects could be observed, but no further transfer to non-trained transformation skills and early math abilities. Training effects were thus restricted to skills that have been specifically targeted during training sessions