Exploring the relationship between parental involvement, paper folding skills, and early spatial ability: A mediation model

Dandan WU, Jin SUN

Research output: Contribution to journalArticlespeer-review

Abstract

Paper folding is a common activity in East Asian kindergartens, but its potential value to early spatial skills have not been empirically explored. This study aims to investigate whether and how paper folding skills can predict spatial ability (SA) in the early years. Altogether 101 preschoolers (Ngirl = 45, Mage = 4.54, SD = 0.75) were randomly sampled from two Hong Kong kindergartens and invited to complete the map-use and the paper folding tasks. The paper folding task taps two levels of children’s paper folding skills: Basic Folding Skill (BFS) and Advanced Folding Skill (AFS). The parents reported the demographic information and their involvement in spatial activities at home. The results indicated the following: (1) there was a significant age-related increase in the paper folding performance; (2) child age could significantly predict both BFS (β = 0.551, p < 0.001) and AFS (β = 0.627, p < 0.001), while parental involvement could only predict BFS (β = 0.246, p < 0.001); (3) after controlling for confounders, paper folding skills could significantly predict SA as measured by the map-use task; (4) BFS was found to mediate the relationship between parental involvement and SA. The educational implications of these findings are also discussed. Copyright © 2020 Wu and Sun.
Original languageEnglish
Article number568439
JournalFrontiers in Psychology
Volume11
Early online date04 Dec 2020
DOIs
Publication statusPublished - Dec 2020

Citation

Wu, D., & Sun, J. (2020). Exploring the relationship between parental involvement, paper folding skills, and early spatial ability: A mediation model. Frontiers in Psychology, 11. Retrieved from https://doi.org/10.3389/fpsyg.2020.568439

Keywords

  • Spatial ability
  • Folding paper
  • Early development
  • Parental involvement
  • Origami

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