Young children's use of spatial sensemaking practices as mediators of spatial skills during informal STEM programs
While considerable research has examined when young children develop spatial skills and how these predict their success in STEM engagement, this study adds to the limited research on the processes through which young children learn to reason spatially during everyday learning environments. Through investigations of science and engineering programs for 3-5-year-old children, we provide evidence for how these programs engage children in a diverse range of spatial sensemaking practices, such as gestures, sketching, and object manipulation, which in turn engage their use of multiple forms of spatial skills. Our findings suggest children used spatial sensemaking to solve engineering problems and make sense of science phenomena, setting the stage for future STEM learning.
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| Work Title | Young children's use of spatial sensemaking practices as mediators of spatial skills during informal STEM programs |
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| Access | |
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| License | In Copyright (Rights Reserved) |
| Work Type | Article |
| Publication Date | January 1, 2022 |
| Deposited | February 24, 2025 |
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