‘Bear Hunt’ Sparks Change: Using Lesson Study to Integrate Spatial Thinking in Early Childhood Design Education

Abstract

Developing spatial ability in early childhood is crucial, but not all children are naturally drawn to spatial activities like construction. For those with different play preferences, integrating design and construction tasks with storybooks will engage them more, tapping into their problem-solving interests. Despite the central role of storytelling in early childhood education, it’s relatively new for teachers to use stories to engage children in spatialized design assignments. This study addresses this gap by implementing a Lesson Study approach in six Irish junior and senior infant classrooms from two schools with ten teachers. Qualitative data from classrooms and teacher discussions reveal positive outcomes: teachers altered their lesson strategies, gained insights into their students’ spatial thinking, improved spatial design assignment development, and enhanced selfefficacy in conducting spatialized lessons. These outcomes underscore the efficacy of Lesson Study for professional development in early childhood spatial education.