The Linguistic and Cognitive Predictors of Patterning in Pre-Kindergarten

Abstract

Patterning is recognizing and creating patterns, which entails identifying and comprehending the underlying structure and order of a sequence of objects or events. Patterning is important for math development because these skills are helpful for children to improve their critical thinking, analyze data, and make predictions. In this study, linguistic (phonological awareness) and cognitive (visual-spatial working memory, relational reasoning, and attention) abilities were tested at the beginning of pre-K to see whether they predict patterning at the end of pre-K. A total of 511 children participated in this study. Results showed that age at the end of pre-K, visual-spatial working memory, relational reasoning, and patterning at the beginning of pre-K were significant and unique predictors of patterning at the end of pre-K. Findings are discussed with respect to theories of patterning development.