Supporting Children’s Spatial Representation Practices Through Playful and Embodied Experiences

Abstract

This poster examines how embodied and playful STEM learning supports young children’s visualization and representation of space. We present two case studies where participants engaged in playful experiences with movement in space and later used these dynamic experiences to create and interpret spatial representations. As part of the conference theme, we aim to examine and reflect on how these playful and embodied experiences can extend current approaches to spatial reasoning and visualization in STEM education.