Project aim
Recently, the importance of developing spatial thinking has been recognized with the European Union stimulating its development at an early age. Many studies of ways to foster spatial thinking of young children, through online activities as well as embodied activities, have been conducted and provide valuable insights that can be used in preschool settings. In design and engineering, spatial thinking is required to imagine and visualize novel and creative solutions and products. However, design play in preschools has not been researched in the context of spatial thinking so far. Next to this, little is known on individual differences in the way preschools use and develop spatial thinking skills in early childhood. Therefore, in collaboration with Sciencehub TU Delft the aim of this project was to:
-Gain insight into diversity of learners and the way they engage and interact with design activities in a classroom context.
-Develop educational innovations which take the diversity of learners into account, and stimulate spatial learning in the context of Design and Technology Education.
-Develop a tool for educational professionals which communicates the findings of this project.

Methodologies employed
Throughout the project the following methodologies were employed:
Literature research exploring spatial ability in the context of preschoolers, education, design and play.
-Participatory qualitative interviews and observations with preschoolers in their classrooms to explore different play preferences.
-Generative design research methods grounded in ethnographic research and therapeutic practices to discover how preschoolers with different play preferences interact with an empathic, story-based open-ended design challenge.
-Focus group with preservice teachers to explore how they currently take the diversity of learners into account.
-User tests with preschoolers and teachers to test and improve the proposed design interventions.

Research outcomes
Exploring the context of preschooler and teachers resulted in the following summarised research outcomes:
-Important play preferences for preschoolers are: construction play, pretend play, open-ended objects, and defined objects.
-The play preferences of children influence the length and nature of design activities as well as the design outcomes.
-Design activities stimulate children to practice spatial thinking in a creative context.
-Teachers know a lot about their students, so the intervention should allow them to use this knowledge.

Intervention – preschoolers
Based on the research outcomes two variations of assignments, which have the same learning goal, were designed. Each variation focused on a different set of preferences, allowing the preschoolers to interact with the assignment that fits their preferences best.

Intervention – teachers
A booklet summarising the outcomes of this project was made. An actionable step-by-step plan and worksheet were created with which teachers can design their own variations of assignments based on preferences of students in their class.
The interventions were evaluated with preschoolers and (preservice) teachers, and showed promising results. Recommendations regarding improvements and implementation are provided.