Developing a curriculum about teaching spatial visualization for 5-year-old children using learning trajectory approach

Date

2026-3-19

Author

Durmuş Akyar, Tuğba

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

128
views

0
downloads

Cite This

This study aimed to develop a curriculum based on the Learning Trajectory (LT) instructional approach to support spatial visualization skills in 5-year-old children. Using a qualitative research approach, the study was conducted within a Design-Based Research (DBR) methodological framework and implemented in two iterative cycles. The first cycle was conducted in two separate preschool settings: Group-1, which included five children; and Group-2, which included three children. A total of eleven spatial visualization activities were implemented individually, by the classroom teacher in Group-1 and by the researcher in Group-2. In Group-1, data were collected through teacher evaluation notes, observation notes, interview responses, and video-based reflection notes. The data were analyzed using open coding. Key findings were organized under two main themes: content- and instruction-related key factors in curriculum development, and challenges in curriculum development. Based on the findings, enhancements were made to the activities. In the second cycle, the revised activities were implemented by the researcher with three children in Group-3. The same analysis procedures were followed to identify recurring content- and instruction-related challenges, as well as to evaluate the effectiveness of the enhancements. The study revealed that spatial visualization can be meaningfully supported through intentional curriculum design, activity-specific scaffolding, and the use of spatial language. The Learning Trajectory approach provided a powerful structure for aligning developmental progression with instructional decisions. The findings offer practical implications for early childhood educators seeking to foster spatial visualization through targeted and research-informed practices.

Subject Keywords

Learning trajectory, Spatial visualization, Design-based research, Curriculum development, Early mathematics education

URI

https://hdl.handle.net/11511/119005

Collections

Graduate School of Social Sciences, Thesis