FIRST PHASE OF THE CONSTRUCTION OF A SPATIAL THINKING ASSESS INSTRUMENT FOR PRESCHOOL CHILDREN
DOI:
https://doi.org/10.5281/zenodo.13845833Keywords:
Spatial thinking, Early childhood education, Test construction, Content validationAbstract
Spatial reasoning is a set of skills mobilized in different areas of human activity and whose importance in educational curricula, since kindergarten, has been growing during the past decades. This article details the construction and validation process of an instrument which purpose is to analyse the spatial skills of children between 4 and 6 years old. The development of that instrument was led by pedagogical and ethical principles that guide early childhood education. Thus, we defined a set of playful and manipulative challenges, covering different aspects of spatial thinking: topological concepts, laterality, representation of space in a square grid, perspectives, itineraries and maps. For the content validation process, a panel of six experts with training and professional activity linked to kindergarten education, educational technologies and/or mathematics teaching was selected. A content validation form was created to verify the adequacy of each test item, considering i) the concepts to be evaluated; ii) children’s ages and iii) the help provided for its execution. The contribution of the content validation process to the ongoing investigation is considered essential, because it led to some changes on the test content. It also promoted reflection on some contextual and relational aspects to be taken into account when carrying it out, with the aim of improving test’s adequacy to its purpose and ensure an affectively safe environment for children.
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