FACTORS IN THE DEVELOPMENT OF SPATIAL THINKING AND SPATIAL REPRESENTATIONS IN PRIMARY SCHOOL-AGE STUDENTS
Keywords:
primary education, primary school age, spatial representation, spatial perception, spatial thinking, visual-imaginative thinking, sensorimotor experience, geometric modeling, didactic tools, digital technologies, pedagogical factors.Abstract
This article provides a scientific and theoretical analysis of the pedagogical and
psychological factors influencing the development of spatial representations in primary
school-age students. The formation of spatial representations is shown to be closely
related to children’s psychophysiological development, sensorimotor experience,
cognitive processes, teachers’ methodological practices, didactic tools, the educational environment, digital technologies, and sociocultural experience. The study considers the
visual-imaginative thinking of children aged 6–10, their need for object-based practical
activities, attention and visual memory, motor coordination, interest, and motivation as
important psychological conditions for developing spatial representations.
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