Understanding spatial relationships is the ability to specify how objects are located in space in relation to a reference object.
The development of spatial relationship skills leads to:
*Understanding how objects fit and move
*Understanding how to combine shapes to make new shapes
*Ability to complete basic shape puzzles
*Playing by hiding behind or between objects
*Ability to use position terms such as in, on, under, above, below, beside, and between
|Looking Ahead to Kindergarten||Family Engagement||Special Populations|
|In kindergarten, students will be able to describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near far, under, over, up, down, behind, in front of, next to, to the left of and to the right now (K.G.1).||Encourage families to:
*Use blocks or cardboard boxes at home. While playing, ask families to help set a goal with their child such as building a tower for a princess or ramp for a car.
*Position the manipulatives and activities to ensure that children with different physical abilities are able to comfortably play and engage in activities.
|Across all developmental stages, educators can:
*Ensure toys and materials are available at children’s levels.
Provide materials that can be manipulated (e.g. cars, balls, ramps, basic shape sorters, and stacking rings/cups)
Facilitate opportunities to play at various spatial locations (e.g. crawling under a table, in a tent, on a climber)
|Provide materials that consists of shapes that can be built into more shapes (e.g. blocks)
Arrange the environment to create small spaces for children to practice safely maneuvering over, under, behind, and through
Use spatial language to describe children’s position throughout the day (e.g. “You are under the table,” or “You are between Claire and Marcus.”)
|Provide and facilitate use of interlocking puzzles of various complexity
Facilitate opportunities for children to match picture halves (e.g. bear head with bear body, tiger head with tiger body)
|Give directions using positioning terms (e.g. obstacle course or I Spy)
Provide and encourage use of tangrams with complete lines
|Sing songs or rhymes with positioning terms (e.g. Simon Says and Hokey Pokey)
Provide and encourage use of tangrams with or without completed lines, as appropriate for the child