"BIG SQUARE, ROUND CIRCLE": SPATIAL TALK BY EARLY CHILDHOOD EDUCATORS AND IF IT MATTERS.

The objectives of the present study were (a) to examine the types and frequency of spatial language that early childhood educators (ECEs) naturally engage in during circle times, and (b) to investigate whether spatial language input predicts children's mathematical knowledge. Twelve ECEs participated in the study. Seventy 3- to 5-year-old children's mathematical abilities were pre- and post-tested with The Test of Early Mathematics Ability (Ginsburg & Baroody, 2003). The circle times in six classrooms were video recorded over a six-week period and were transcribed and coded for the frequency and types of spatial talk in which the ECEs typically engaged. Results revealed that ECEs did not spend a substantial portion of time engaging in spatial input, and as such, the amount of spatial input by ECEs was minimally related to preschooler's mathematical competence. [ABSTRACT FROM AUTHOR]