Development of Spatial Reasoning for Children in Full-time Four-year-old Kindergarten in Quebec
The development of spatial reasoning refers to mental representations and movements in space (Flynn, 2018). This article stands out for its description of the development of spatial reasoning full-time four-year-old kindergarten children in Quebec (N=174), a notion that rarely receives explicit attention in curricula. The results reveal that the level of development of spatial reasoning in children stands at an average score of 98.27 and that they evolve between the pretest and the posttest, which makes it possible to identify implications for initial and continuing training as well as for research in teaching.