NURSERY 1 (born in 2016)

Spatial concepts are best learnt through movement and exploration. Such physical experiences enable children to make meaning of abstract spatial concepts.
The understanding of spatial concepts is developed over time through real-life experiences of interaction with people and objects.

At this age, your child may still be reliant on finger pointing and basic words such as “here” and “there” to describe both position and direction. Therefore, it is essential to develop your child’s language, specifically the usage of positional vocabulary.

In this lesson, we introduce early spatial concepts through positional keywords such as inside, outside, top and bottom. Children often use these words without relating one object to another object. For instance, your child may say “This bear is on top” when it should be “This bear is on top of the table”.

Being able to describe the physical location of objects with respect to a reference point helps your child understand specific locations and landmarks within their larger spatial environment.

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NURSERY 2 (born in 2015)

By this age, your child may already be familiar with commonly used positional (i.e., top/above, middle/in between, bottom/under) and directional (i.e. up, down, left, right) keywords.
However, your child may use these words without relating one object to another object. For instance, your child may say “This bear is on top”. Instead, a more accurate form of expression should be: “This bear is on top of the table”.

To complement the learning of abstract spatial concepts, this lesson shall focus on reinforcing the use of positional and directional keywords. This seeks to guide your child’s expression and understanding on perspectives - of oneself in relation to others/things around them.

We begin with left-right discrimination. As a start, we focus solely on a single direction (right) to avoid confusion.
Children are encouraged to perform a variety of task only using their right hand. We believe that once a child becomes familiar with the right hand, distinguishing left from right direction would then come as second nature.

Working as a team, children will need to construct a tower structure from the materials provided. This cooperative play builds teamwork, negotiation skills and hand-eye coordination. Through this activity, your child learns to utilise specific positional keywords when referencing to different parts of the tower structure.

Lastly, with the use of a 3x3 grid box, your child will exercise his /her visual and spatial memory skills to recall and recreate the position(s) of different items arranged within the 3x3 grid.



 

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KINDERGARTEN 1 (born in 2014)

Right-Left discrimination is a complex neuropsychological process involving visual spatial processing. It improves our directional sense and spatial awareness. While many other skills have become obsolete in the digital age, right-left discrimination remains fundamental and essential, particularly in industries such as healthcare and aviation.

We start this lesson off by familiarizing your child to his/her own left-right perspectives through engagement with rhythmic dancing.
Subsequently, your child will be guided to appreciate and read a map. Map reading supports your child’s understanding of spaces and places in relation to one another, thereby developing image visualisation skills.

Through map reading, your child learns how to orientate oneself to that of a third-party, be it in the same, opposite or perpendicular - directional viewpoint; before applying this understanding of perspectives to road navigation through cross junctions.
Such activities provide children the opportunity to develop strong mental rotation and visualisation capabilities.


 

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KINDERGARTEN 2 (born in 2013)

Visual perspective taking involves the ability to perceive 3D objects from various angles beyond one’s own viewpoint, without having to physically reposition oneself or the 3D object in question.

Here, your child will discover how the same object can appear different depending on the directional perspective; and learn how to identify the directions from which the perspectives were taken from.

Through this process, children will also learn how to convert live 3D objects into the illustrated 2D format.
These components are planned to nurture logical thinking, as well as spatial skills - particularly left-right discrimination, as well as the mental capacity to visualise and rotate 3D objects.

As for conceptual perspective taking, children are taught how to relate to a third-party’s psychological experiences, by imagining/considering how another person might think and feel in different scenarios. Such activities build a framework for teaching empathy, emotional self-regulation and conflict resolution.



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Next LESSON'S focus:
THINKING WITH numbers