Exploring the Teaching of Geometric and Spatial Reasoning in Early Childhood Education in Selected Primary Schools of Shibuyunji District of Zambia

Abstract

The teaching methods and materials used in ECE classrooms have a profound impact on children’s engagement and understanding of spatial concepts. It is therefore essential for teachers to use diverse, developmentally appropriate strategies and make use of locally available resources to support learning (MOESVTEE, 2013; MOE, 2023). The acquisition of spatial reasoning and geometrical reasoning by learners is highly attributed to how teachers teach it.  The study therefore explored the teaching of geometric and spatial reasoning at early childhood Education in selected primary schools of Shibuyunji district of Zambia. The Van Hiele’s level theory and Piaget’s developmental stages were the lens used to analyse the geometric and spatial reasoning of learners. The approach was qualitative and used descriptive research design. The sample size was seven ECE teachers who were selected purposively. Data was collected using semi structured interview guides, lesson observation and document analysis. Data was analysed thematically. Among the findings was that ECE teachers used a number of teaching methods and strategies such as tracing, drawing as well as exposing learners to real objects, practical activities and demonstrations.  The study recommended that teachers should incorporate play into the methods that they use.  Continuous Professional Development activities on the teaching of geometry using play should be conducted in order to enhance the in-depth knowledge on the topic to enable teachers teach it with confidence and use appropriate materials and methods.