Curricula recognize development and malleability of spatial skills but not sociodemographic diversity¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Although curricula recognized that spatial skills develop and are malleable, they did not recognize sociodemographic diversity in these skills. → Bobrowicz 2026

Evidence¶

Bobrowicz 2026¶

Bobrowicz, Katarzyna; Mendes, Angélica. (2026). Spatial skills in early childhood education. Learning and Instruction, 103, 102308. https://doi.org/10.1016/j.learninstruc.2025.102308

q2 · i? · qualitative · r?

Thematic-analysis finding across the 81 curricular documents: recognition of development and malleability of spatial skills was present, while "the sociodemographic diversity was not" recognized. No effect size is printed.

"Although the development and the malleability of spatial skills was recognized, the sociodemographic diversity was not."

Discussion¶

Related Claims¶

• Nearly all of fifty-two countries' early childhood curricula mention diverse spatial skills — related
• Most early childhood curricula include concrete pedagogical activities fostering spatial skills — related
• Spatial-skills representation in early childhood curricula is widespread in both Global North and Global South — related
• Extent of spatial-skills representation does not vary by curricular age level — related