Spatial sense in small-scale space: the experiences of two 10 years old children

Abstract

This study seeks to examine how children utilize spatial ability to deal with

spatial objects, such as reading pictures, building toy blocks and dealing with the

relationship between objects. The main focus of this study is to understand how

children utilize spatial ability to complete different spatial tasks.

The study comprises of two contrasting cases of two 10 years old children.

Each case encompasses to basic components namely: i) the perspective skills tasks,

and ii) the small-scale space tasks. In each component task-based clinical

interviews were used as the primary data collection instrument. The interviews

were video-recorded and analyzed

The small-scale space tasks required the children to build an experimental

SimCity consisting six objects. The subjects were asked to complete the task twice,

one as an identical mapping and once as a 1800 mirror image. In the first

experiment, the children were asked to place the objects on a piece of grid paper in

exactly the same position as they saw the objects in the SimCity. In the second

experiment, the children were asked to place the objects on a piece of grid paper at

exactly 1800 to what they observed the objects in the SimCity.

The results showed that if the child neglected any one of the skills, they would

make errors. This was best illustrated in the case where the children handled the

L-shaped block. Child 2 made mistakes in recognizing the block in both in the first

and second small-scale space tasks. These errors were related to the understanding

of the spatial relation and the visual form constancy. The results showed that for

placing the L-shaped block in the right position and direction, visual form

constancy plays an important role. The results also showed that without using the

orientation ability in which the skills include the spatial determination, spatial

recognition, spatial form constancy and spatial relationship, it would also affect

how the children deal with the small-scale space task. The result showed that the

children need to relate to the visualization and orientation ability so as to deal with

the relationship between themselves and the objects, among objects; and the objects

and the environment.

As a conclusion when the children were dealing with the task, basically they

would use the skill of visual discrimination to determine every object. The evidence

indicated that both children could make use of these skills. In addition, the using of

object- to- object frame of reference and the child’s reasoning behind her/his spatial

action also play an important role for successful performance of the small-scale

space tasks.

The study makes a contribution to theory by the originality of the design of the

instrument. Furthermore, the findings unfolding the children spatial understanding

provides insights for developing further topics in the school curriculum for

enhancing students’ spatial sense.