Building preschoolers' STEM skills is child's play

If you're looking for ways to support your child’s learning before he or she even enters a classroom, new research from FIU offers an answer that’s backed by science and surprisingly simple: puzzles, blocks and spatial words.

Spatial reasoning —the ability to visualize how shapes and objects move or fit together — is one of the strongest predictors of later success in math, science, engineering and even reading. And the earlier it develops, the better the foundation for future STEM learning.

This is at the center of the new findings from researchers at the Center for Children and Families, published in Infant and Child Development. They discovered that children as young as 3 years old use the same mental strategies as adults to solve spatial puzzles. In other words, preschoolers aren’t just guessing or copying. They’re mentally rotating whole objects in their minds with surprising speed and accuracy.

“We now know young kids don’t just get the right answer—they're often using the same mental tools as adults,” said Karinna A. Rodriguez, lead author and FIU doctoral student. “That tells us we can start supporting these skills much earlier than we thought—through toys, play and everyday conversations.”

Researchers used eye-tracking technology to observe how children ages 3 to 7 approached a mental rotation task, something used in past studies with adults. The majority of kids used what’s called a “holistic strategy,” mentally rotating the object as a whole rather than breaking it down into parts. Those who used this strategy solved problems twice as fast as those who used a slower, piecemeal approach.

These skills can be supported at home and in the classroom, starting well before age of 3.

According to researchers, the key is providing early exposure to spatial experiences. That might mean giving children opportunities to build with blocks or LEGO, encouraging them to rotate puzzle pieces to see what fits or letting them play with objects that challenge them to think about size, shape and space.

Talking about those activities is just as important. When parents and educators use spatial words like “under,” “around,” “bigger,” “farther” or “corner,” they’re helping children develop the mental vocabulary to reason and solve problems. Even simple moments become powerful learning opportunities when parents or educators describe spatial relationships out loud.

“When we use spatial words in everyday situations — like talking about how to stack groceries or fit toys into a bin — we're supporting the brain’s ability to reason and problem-solve,” said Shannon Pruden, senior author and professor of psychology at FIU.

The findings build on Pruden’s earlier work showing that language shapes how children think about space — and confirms that the earlier children engage in spatial play and talk, the greater the impact on their success in STEM education.

As families and schools prepare for a new school year, experts say this is the perfect time to rethink how we approach STEM education, starting in early childhood.

The study was supported by FIU’s Department of Psychology SEED Fund and conducted in partnership with the Phillip and Patricia Frost Museum of Science, where children participated in the study while exploring exhibits. It’s part of a growing body of research using eye-tracking to understand how children think, learn and problem-solve in real time.

“This was a perfect example of a local science museum and university partnership,” said Analisa Duran, director of science education at Frost Science. “Guests had the chance to learn about and participate in real research, while FIU students and faculty were supported with a venue for data collection.”

“By offering guests the opportunity to participate in research, we strengthen our ability to engage our community in meaningful science experiences.”

Researchers hope to translate these findings into classroom tools, early learning guidelines and future studies that explore how children switch between different mental strategies and how adults can support that flexibility through play.

“Kids aren’t just absorbing information, they’re thinking critically and strategically much earlier than we used to believe,” Pruden said. “And now we have the tools, and science, to help them thrive.”