Five-theme, sixteen-indicator framework for coding spatial skills in early childhood curricula¶
Research Method · All research methods
Evidence · 1 claim (1 for) · 1 study (1 qualitative),q2· 0 of 1 report an effect size · 1 claim rests on one study
Description¶
The study coded curricular documents with a deductive six-phase latent thematic analysis in which "Five themes with a total of sixteen indicators were identified based on previous literature." The framework organizes the curricular representation of spatial skills — abilities underpinning processing of shapes, locations, and inter-relations among entities and frames of reference — into themes whose indicator occurrences were compared across country-specific curricula. It serves as a reusable coding scheme for analyzing how curricula represent spatial skills.
Accounts¶
- Five-theme, sixteen-indicator framework for coding spatial skills in early childhood curricula: The study coded curricular documents with a deductive six-phase latent thematic analysis in which "Five themes with a total of sixteen indicators were identified based on previous literature." The framework organizes the curricular representation of spatial skills — abilities underpinning processing of shapes, locations, and inter-relations among entities and frames of reference — into themes whose indicator occurrences were compared across country-specific curricula. It serves as a reusable coding scheme for analyzing how curricula represent spatial skills. (Bobrowicz et al. (2026))
Claims¶
Related Research Methods¶
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Key Sources¶
- 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
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
five-theme-sixteen-indicator-framework-for-coding-spatial-skills-in-early-childhood-curric |
title |
Five-theme, sixteen-indicator framework for coding spatial skills in early childhood curricula |
description |
The study coded curricular documents with a deductive six-phase latent thematic analysis in which "Five themes with a total of sixteen indicators were identified based on previous literature." The framework organizes the curricular representation of spatial skills — abilities underpinning processing |
status |
review |
generated |
by process:settle-candidates on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
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