Developing Spatial Skills in Children in Early Education Using Guided Painting Techniques
DOI:
https://doi.org/10.56294/gr202589Keywords:
spatial development, early education, painting, motor skills, Vygotsky theory, early childhoodAbstract
This study addresses the insufficiency in spatial awareness development in children aged 4 to 5, identified through a diagnostic assessment conducted in an educational institution. The objective of this research was to implement a pedagogical program based on painting techniques aimed at improving children's ability to visually organize objects, adjust proportions, and understand spatial relationships. A mixed methodology was used, combining guided practical activities and qualitative analysis of children's skill progression. The main results show a significant improvement in organizing visual elements, adjusting proportions, and enhanced manual dexterity in handling artistic tools. Repetition-based activities and model observation effectively bridged the gap between theory and practice, confirming the importance of guided practice in learning spatial skills. This program is a valuable tool for cognitive development in early childhood, supported by theories such as Vygotsky’s and Piaget’s, which emphasize the role of active interaction with the environment for cognitive growth.
References
Cheng, Y.-L., & Mix, K. S. (2014). Spatial training improves children's mathematics ability. Journal of Cognition and Development, 15(1), 2-11. https://doi.org/10.1080/15248372.2012.725186
Clements, D. H., & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. Routledge.
Levine, S. C., Huttenlocher, J., Taylor, A., & Langrock, A. (2005). Early sex differences in spatial skill. Developmental Psychology, 35(4), 940-949. https://doi.org/10.1037/0012-1649.35.4.940
Mix, K. S., Levine, S. C., & Newcombe, N. S. (2016). Development of quantitative thinking across correlated dimensions. Annual Review of Developmental Psychology, 2, 37-65. https://doi.org/10.1146/annurev-devpsych-121317-094041
Newcombe, N. S. (2010). Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29-35. https://doi.org/10.3102/0034654317750813
Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Siegler, R. S., & Alibali, M. W. (2005). Children's thinking. Prentice Hall.
Siegler, R. S., Fazio, L. K., Bailey, D. H., & Zhou, X. (2015). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Sciences, 17(1), 13-19. https://doi.org/10.1016/j.tics.2012.09.004
Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352-402. https://doi.org/10.1037/a0028446
Piaget, J. (1954). The Construction of Reality in the Child. Routledge & Kegan Paul. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
Bruner, J. S. (1960). The Process of Education. Harvard University Press.
Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
Gardner, H. (1999). Inteligencias múltiples: La teoría en la práctica. Paidós.
Piaget, J. (1970). La construcción de lo real en el niño. Siglo XXI Editores.
Smith, J., & Jones, A. (2015). The role of manipulatives in spatial learning for early childhood education. Early Childhood Research Quarterly, 30(2), 123-135.
Snowman, J., & McCown, R. (2015). Psychology applied to teaching. Cengage Learning.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Alexandra Cecilia Astudillo Cobos, Pamela Stephania Ramos Ramos, Jenny Adriana Monge Doicela, Evelyn Carolina Cruz Morales , Lorena Elizabeth Loján Heredia, Enma Virginia Unaucho Bonilla (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
