The use and comprehension of words that describe spatial relations between objects, such as over , or on top of , as well as the properties of objects such as big or small .
Published in Chapter:
Playing for the Future: Spatial Thinking Belongs in Preschools and Home Environments
Elana Herbst (University of Delaware, USA), Tania Cruz (University of Delaware, USA), Corinne A. Bower (University of Southern California, USA), Kathy Hirsh-Pasek (Temple University, USA), and Roberta Michnick Golinkoff (University of Delaware, USA)
Copyright: © 2022
|Pages: 36
DOI: 10.4018/978-1-7998-8649-5.ch017
Abstract
Spatial skills are fundamental for mentally manipulating objects, visualizing and remembering the locations of objects and their paths, reconstructing patterns, and recognizing locations from a variety of perspectives. Despite their link to children's performance in mathematics and to later success in STEM (science, technology, engineering, and mathematics) careers, spatial skills are notably absent from most educational curricula. This chapter addresses key questions in the field of spatial development: What do we mean when we talk about spatial skills? How do they develop during early childhood? And why is it important to promote them early in life? This chapter reviews the available evidence for these general questions and discusses the efficacy of playful interventions and educational technology to incorporate spatial learning into homes, preschool classrooms, and community settings.