Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child-centered, playful learning programs facilitate learning more than other methods, 4- to 5-year-old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate "sense-making," such as guided play, undergird shape learning.

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This study examined whether music education was associated with improved performance on measures of academic achievement and executive functions. Participants were 265 school-age children (Grades 1 through 8, 58% female, and 86% African American) who were selected by lottery to participate in an out-of-school program offering individual- and large-ensemble training on orchestral instruments. Measures of academic achievement (standardized test scores and grades in English language arts and math) were taken from participants’ academic records, whereas executive functions (EFs) were assessed through students’ performance on a computerized battery of common EF tasks. Results indicated that, relative to controls, students in the music education program scored higher on standardized tests, t(217) = 2.74, p = .007; earned better grades in English language arts, t(163) = 3.58, p < .001, and math, t(163) = 2.56, p = .011; and exhibited superior performance on select tasks of EFs and short-term memory. Further analyses revealed that although the largest differences in performance were observed between students in the control group and those who had received the music program for 2 to 3 years, conditional effects were also observed on 3 EF tasks for students who had been in the program for 1 year. These findings are discussed in light of current educational policy, with a particular emphasis on the implications for future research designed to understand the pathways connecting music education and EFs.