Space and Place: Examining relations among parents’ and children’s spatial skills and the home spatial environment

Prior studies have shown that increased exposure to parents’ spatial language and frequent engagement in spatial play positively correlate with children's spatial skills, such as mental rotation and spatial language comprehension (Bower et al., 2020; Casasola, 2005; Casasola et al., 2020; Pruden et al., 2011; Jirout & Newcombe, 2015; Levine et al., 2012). However, recent literature suggests that the complexity of spatial language and diversity of spatial activities are more critical predictors of spatial ability than frequency alone (Fox et al., 2024). Additionally, while some studies demonstrate a positive relation between mothers' and daughters' spatial skills (Casey et al., 2014; Dearing et al., 2012), other studies have not found any evidence of intergenerational transmission for younger children (Garcia-Sanchez et al., 2024). The present study used a structural equation modeling (SEM) framework to examine the direct effects of parents’ spatial skills to toddlers’ (age 2 – 3) verbal and non-verbal spatial skills as well as the potential mediating role of four aspects of the home spatial environment (HSE): parents’ frequency and complexity of spatial talk as well as the frequency and diversity of children’s spatial activities. Results from a sample of 222 parent–child dyads showed significant direct effects from parent spatial skills to children’s non-verbal spatial skills at age 3 (b = .25, p = .01), even while controlling for baseline spatial skills at age 2, child age, gender, and family SES. However, no direct effects to children’s verbal spatial skills or indirect effects through aspects of the HSE were found. Additionally, a significant association between children’s diversity of daily spatial activities and verbal spatial skills was found (b = .12, p = .02). This work extends the existing literature by examining the spatial abilities of parents and their toddlers across multiple spatial measures. It also explores the mediating role of the HSE, including both the frequency and diversity of spatial play and the complexity of spatial talk, offering new insights into the early development of spatial skills.