Volume 13, Number 2

Developing and Formatively Testing a Preschool Classroom Intervention using a Design-Based Implementation Approach

  Authors

Ashley E. Lewis Presser, Education Development Center, USA

  Abstract

This paper presents the development and formative testing of a preschool spatial orientation intervention using a design-based implementation research (DBIR) approach. Over the course of eight weeks in both classroom and home settings, spatial language, navigation, and modelling skills are fostered through curriculum that incorporates books, hands-on activities, movement, and digital tools, including an augmented reality (AR) app. Co-design with teachers, user studies, and pilot testing informed iterative revisions to ensure usability, instructional support, and engagement for diverse learners. Findings indicate that the activities fill a curricular gap, promote spatial vocabulary and reasoning, and are generally wellreceived by teachers, parents, and children. While the AR app shows promise for enhancing motivation and collaboration, challenges related to usability and scaffolding remain. This work contributes to early childhood STEM education by providing accessible, developmentally appropriate resources that support spatial thinking, especially for underserved communities, and offers insights into integrating technology effectively in preschool learning environments.

  Keywords

Early Childhood, Mathematics, Spatial Thinking, Design-Based Research