Play is the highest form of research, and this is particularly true for young children. They discover the answers to their many questions through experimentation, exploration, and conversation. They engage in guided and scaffolded play in environments designed specifically for them by adults. Young minds are naturally curious and are always willing to learn because of these encounters.
Educators, politicians, and parents are active participants in designing the future of these young minds. A well-designed curriculum should address the various needs and requirements of global citizens. This, in turn, is to improve both the cognitive and behavioural development of our future generation as per the forthcoming demand.
Spatial vocabulary and cognitive development
Spatial vocabulary fuels cognitive development in various ways. As children learn to communicate spatial relationships, their ability to mentally manipulate objects and anticipate outcomes is enhanced. This cognitive flexibility lays the ground for mathematical thinking and problem-solving skills. Additionally, spatial vocabulary contributes to memory consolidation by enabling children to organise and recall spatial information.
Implications for early education
Recognising the vital role of spatial vocabulary, educators can harness play-based learning to foster cognitive growth. Creating environments rich in spatial cues and encouraging dialogue involving spatial terms empowers children to articulate their observations and inquire about their surroundings. Moreover, integrating spatial vocabulary into the curriculum design lays the foundation for future mathematical and scientific understanding.
We categorised teaching activities into four levels:
Level 1: Playful introduction with toys
At this level, students were introduced to new spatial vocabulary using toys. This helped them interact with and manipulate toys, creating an engaging and learning environment. The students were encouraged to arrange, build, and move objects for the introduced spatial words.
Level 2: Individual teacher interaction
To deepen comprehension, students engaged in one-on-one interactions with the teacher. This personalised approach aimed at clarifying contextual usage of the introduced spatial words.
Level 3: Peer interaction and observation
Students observed their peers interacting with toys/teachers and engaging in activities that highlighted the practical application of spatial vocabulary.
Level 4: Dynamic learning and reinforcement
Dynamic learning activities were designed to reinforce memory retention. Interactive activities, whether individual, pair-based, or involving the entire class, utilised the classroom space and furniture. Drawing from real-life situations, these activities made learning both interactive and enjoyable.
Educational implications
Children’s environments and the inputs and support they receive in their early years will have an enormous impact on their future, both in school and beyond. A growing body of evidence points to the fact that there is a learning crisis. Children are enrolled in school but are failing to learn the fundamentals. This crisis may begin long before children enter class I. Identifying the support that children need in their early years may help prevent learning problems from occurring and accumulating later.
To develop numerical ability in young students, government anganwadis must incorporate various teaching methods and activities that engage children in the learning process, as recommended by Foundational Literacy and Numeracy (FLN) NEP 2020. When entering class I, a student is expected to have basic numeracy skills, which help in the acquisition of learning. Spatial learning has been found to be particularly important for the development of early numeracy skills. Studies have shown that young children who receive spatial training show significant improvements in their ability to understand numbers, count, and solve simple math problems. This is because spatial training can help children develop a better understanding of quality and the relationships between numbers. The development of spatial vocabulary influences spatial thinking.
Spatial thinking is an area of intelligence that many are not aware of, which is distinct from verbal and quantitative intelligence. Additionally, spatial skills are often not highlighted in school curricula . Decades of research have shown that spatial ability is essential for the fields of science, technology, engineering and mathematics. Students with higher spatial ability tend to perform better in STEM fields and are more likely to go on to pursue careers in these fields. This association between STEM and spatial thinking is particularly true for novice STEM learners. For example, a chemistry teacher can rely on their years of expertise when discussing the structure of a water molecule, but a high school student taking their first chemistry class will likely have to heavily rely on their own spatial visualization capabilities to picture and understand the molecule and how the hydrogen and oxygen atoms interact with each other. The good news is that research has also shown that spatial skills are malleable, meaning they can be trained and improved. Increasing student’s spatial skills, particularly young student’s spatial skills, can open doors to a variety of different STEM-related fields
Manipulate 2D and 3D shapes: For early grade students, activities like a Cube Challenge can be especially powerful. Students use a fixed number of interlocking cubes to construct as many unique 3D figures as possible. “Starting with three cubes helps students get the idea,” Gunderson notes, “and making all the unique combinations of four cubes is a great challenge.” The task encourages flexible thinking, visualization, and persistence as children explore different configurations.
Spatial geometry: Challenging upper elementary and middle school students to grapple with 2D versus 3D shapes provides excellent spatial skill practice. This activity requires students to draw shapes on paper—a triangle, for example—predict how they’ll fold the shape, and then test those predictions by folding the paper into a 3D model. The reverse is also useful: ask students to imagine what shape they’d see if they sliced through a 3D solid and then sketch that cross-section. “Students often confuse surface features with cross-sections,” Gunderson says, pointing out that many assume the cross-section of a cylinder will always be round.
Visualize with LEGOs: In Farran’s study, early elementary school students watched a short instructional video about how to read pictorial diagrams, and then followed directions independently to build LEGO models—objects like x-ray goggles and superhero suits. Teachers encouraged accuracy over speed, prompting students to visualize moves before placing pieces with cues like, “Can you turn the brick in your head to decide which way it should go?” and reinforcing spatial language such as rotate, flip, or place next to. Using pictorial guides instead of step-by-step directions pushed students to imagine how pieces fit together, strengthened their mental rotation skills, and expanded their math vocabulary. In your classroom, you might try providing students with pictorial guides to build structures out of LEGOs, blocks, or magnet tiles, challenge them to invent their own guides and structures, and encourage them to trade their directions with peers and see how effective they are.
Map what you know: When early-elementary students sketch a familiar space, they’re learning to mentally rotate and scale objects, translate a 3D environment into a 2D representation, and use symbols to stand in for real-world features. Simple treasure hunts based on maps that students create of their school, classroom, or desks can strengthen orientation and perspective-taking skills, Gunderson notes.
Spatial education is a vital component of early childhood development, laying the groundwork for cognitive growth, numeracy, and future success in STEM fields. Rooted in the philosophy that “play is the highest form of research,” spatial learning encourages children to explore, experiment, and articulate their understanding of the world around them. Through guided play and structured environments, young learners begin to grasp spatial relationships—how objects move, fit, and relate to one another—forming the basis for more complex thinking.
At the heart of spatial education lies spatial vocabulary. Words like “above,” “below,” “next to,” and “between” help children describe and mentally manipulate their surroundings. This linguistic foundation enhances memory, problem-solving, and mathematical reasoning. As children learn to express spatial concepts, they develop cognitive flexibility—the ability to adapt thinking and visualize outcomes. These skills are not only crucial for academic success but also for navigating everyday challenges.
Access to education increases economic prospects, broadens opportunities for social mobility, and contributes to the empowerment of women and young girls. While remote and rural communities have traditionally struggled with access to education, space-based technologies, such as satellite communications technologies, are helping to bridge this access gap.
Technologies like web and videoconferencing and voice over Internet protocol allow educators and students to create virtual classrooms, regardless of physical locations. Other versions of distance learning allow learners to access web based course materials on their own schedules, and communication between students and teachers may take place through e-mails, message boards or video recordings. Tele-education has become so popular that many institutions worldwide now offer distance education options ranging from the simplest instruction to degree and doctoral programs.
Through the SpacEdge Centers for Educational Excellence, NSS connects leaders from the space industry and universities in a cutting-edge space-related STEAM field with university and post-graduate students interested in that area. The space industry professionals, professors, and leaders sponsor an on-line environment that promotes networking and collaboration through a Cybrary (cyber library) of vetted research for students to pique their interest, as well as areas for mentoring, networking, and Q & A, and an IDEA space. The SpacEdge Centers for Educational Excellence may also hold annual student competitions based on the focus areas. Past and current competitions include:
- Aerospace Additive Manufacturing
- Orbital Debris Mitigation and Remediation
- Space Policy and Good Governance
- Space Solar Power
In conclusion, spatial education is more than a teaching strategy—it is a transformative approach that empowers children to think critically, solve problems, and engage with the world. By embedding spatial vocabulary and thinking into early education, we prepare young minds not just for school, but for life. As educators, parents, and policymakers embrace this paradigm, they contribute to shaping adaptable, confident, and curious learners ready to thrive in an increasingly complex world.
Spatial vocabulary and thinking represent vital components of early education, influencing school readiness and cognitive development. Introducing spatial vocabulary through interactive activities in the foundation years paves the way for improved numeracy comprehension. By harnessing the power of spatial thinking, educators and carers empower young learners to navigate their educational journey with confidence and curiosity. As we embrace evolving educational paradigms, spatial vocabulary and thinking stand as crucial tools in shaping well-rounded, adaptable, and prepared learners.
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