This work explores the use of a sandbox as a tool for developing spatial concepts in early primary education, specifically within the subject of environmental studies. Spatial concepts are essential for geographic awareness and a comprehensive understanding of space. We start from the assumption that the sandbox, by enabling free play, serves as an effective medium for deepening such concepts. To investigate this, we conducted an educational experiment in which pupils participated in a structured lesson that incorporated the use of a sandbox, followed by free play.
The aim of the research was to determine whether the integration of a sandbox into the environmental studies curriculum enhances pupils’ understanding of geographical concepts and strengthens their ability to link those concepts into logical relationships. Special emphasis was placed on causal relationships and the use of geographic terminology during play. The study involved 60 pupils in the first three grades of primary school.
Using both quantitative and qualitative methods, we analyzed changes in participants’ knowledge. The results indicate that after the lesson and sandbox activities, pupils demonstrated improved conceptual understanding, more frequent use of appropriate terminology, and greater success in forming logical connections between spatial elements. Sandbox play functioned as a bridge between hands-on experience and the cognitive process of constructing geographic knowledge.
This work offers empirical insight into the potential of enhancing traditional teaching with sensory and manipulative approaches, and emphasizes the importance of free play as an integral part of the learning process. Based on the findings, we recommend the systematic inclusion of sandboxes and similar sensory tools in teaching—especially in content areas that require the development of spatial awareness and spatial concepts.
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