Outreach / Misc
In a previous blog post I talked about the importance of spatial learning in relationship to our interactions and perception of the surrounding world. Piaget outlined the importance of spatial perception in his 1948 book, The Child’s Conception of Space. In his book he discusses the importance of mental visualization to a child’s development as they begin to interact with the world around them. An infant is continuously interacting with their surroundings, developing an intimate understanding of location, distance, motion, direction, and balance over time.
As children begin their school-based education, the construction of mental representations quickly becomes an important part of concept formations in a variety of areas such as reading, mathematics, and especially science. The question, then, is how do we develop a “spatially enriched environment” that promotes spatial learning in early childhood education over time? There has been some interesting research in this area over the last decade. Nora Newcombe and her Spatial Intelligence Learning Center (SILC) at Temple University (www.spatiallearning.org) has provided a significant number of activities directly related to early childhood education. If you are interested, their website would certainly be a good place to start your search.
Much of the early childhood work in this area has dealt directly with spatial language. Research has shown that increased use of spatial language, both in the classroom and at home, has a significant impact on a child’s early spatial ability. Words such as slide, rotate, and flip, as well as top, bottom, left, and right are used by children to describe an object’s placement and location. This spatial language around locations, shapes, objects, and perspective is how we all begin to form memories using mental maps and internal transformations as we begin to learn how to navigate the physical world. Research has shown that the development of these spatial skills through language is an important step in childhood development as they begin to learn, and has direct connections to early scientific and mathematical thinking. To develop spatial skills in early education, I am not recommending that we must reinvent the wheel, but instead be conscious of the language, manipulatives, and games that we currently use in early childhood development. Spatial language development can easily be embedded within puzzle play, pattern matching, or block building to provide a rich environment for spatial learning. Raising the awareness of spatial language during play for both teachers and parents can make a significant difference in the development of a child’s spatial ability long before the start of their formal education.
The members of the Research Division here at AIMS have been reading Humberto Maturana and Fracisco Varela’s book, The Tree of Knowledge: The Biological Roots of Human Understanding. These biologists describe how cognition and understanding emerge and are constructed out of single cellular organisms, and as they are coupled together in multi-cellular entities like humans.… Continue Reading
Spatial learning was defined by Harvard educator Howard Gardner in 1983 as one of nine individual “parts of the whole” in his theory of multiple intelligences. His ideas have somewhat fallen out of favor over the years mostly due to misinterpretation of his theory. Teachers have always tended to place each student in one of… Continue Reading
As this blog entry was being written, I was traveling to the California Math Council (CMC) North Conference at the Asilomar Conference Grounds near Monterey, CA. I have attended and/or presented at this conference many times over the years, and as I am putting the final touches on my presentation for this year, I am… Continue Reading
As an “aging” educator and a self-professed lifelong learner, I have spent a lot of my time thinking about both teaching and learning within the confinements of the educational classroom. Are the concepts of teaching and learning synonymous with each other? Or are they exclusive from one another? I have recently been part of several… Continue Reading
Recently, several of us at the AIMS Center have become involved in an online community that is growing out of the just-released book by Mitch Resnick Ph.D. Resnick is the Director of MIT Media Lab’s Lifelong Kindergarten, a group of researchers and learners studying how people learn. Some of the ideas we have been generating… Continue Reading
The idea of “play” as an educational structure in the classroom is a not new concept, but historically there has been significant international interest in research related to the benefits of student learning through play. Mitchel Resnick, a founder of the MIT Media Lab’s Lifelong Kindergarten group, has just published a new book based around… Continue Reading
October through December is one of the busiest of segments of my year. This year, I began the month of October at a Global Math Project Symposium which took place in New York City. I will end this period of travel at the California STEAM Symposium in San Francisco on December 11. In between those,… Continue Reading
With teachers once again back in school, it is time to reflect specifically on what we do in the classroom. I have been thinking a lot about this topic during the summer. Part of the reason must have to do with the scholarly articles that I am reading, but also because I am blessed with… Continue Reading
As I mentioned in my previous blog post, the researchers at the AIMS Center are currently taking part in a book study of Humberto Maturana and Francisco Varela’s book, The Tree of Knowledge. This book is essentially a description of their theory of biology of cognition, which has had a profound effect on many different… Continue Reading