This thesis examines the development of spatial visualization in the preschool period, with an emphasis on construction play and the role of preschool teachers in systematically promoting its development. The aim of the thesis was to investigate how preschool teachers understand spatial visualization, how they recognize it in preschool children, and which activities and approaches they use to promote its development. Particular attention was given to construction play as one of the important ways of developing spatial thinking. In the theoretical part, we defined the concept of spatial visualization, presented its development during the preschool period, and discussed the importance of individual spatial abilities for children's overall development. We examined the relationship between spatial visualization and language development, mathematics, technical thinking, and STEM fields. We also presented the importance of spatial language, gestures, construction play, and other activities that promote the development of spatial thinking. A separate chapter focuses on examples of good practice based on contemporary research, presenting effective approaches to promoting spatial visualization in the preschool period. In the empirical part, we presented and analysed the results of a questionnaire completed by preschool teachers, assistant preschool teachers, and other professional staff working in Slovenian preschools. The research showed that respondents most frequently associate spatial visualization with spatial orientation, the use of spatial language, construction play, body awareness, and spatial planning. Most respondents consider spatial visualization to be important in the preschool period and believe that it can be successfully developed through planned educational activities. Construction play, activities involving movement and spatial orientation, the use of spatial language, and exploration of the environment were identified as the most important factors supporting the development of spatial visualization. The results also showed that professional staff generally rate their competence in promoting spatial visualization relatively highly, with the highest level of confidence expressed in incorporating spatial language into everyday activities. The findings of the thesis confirm the importance of systematically developing spatial visualization from the preschool period onwards. The thesis contributes to a better understanding of spatial visualization and provides insight into the views and educational practices of Slovenian preschool teachers. It also highlights the importance of creating a stimulating learning environment in which children have sufficient opportunities to explore, construct, use spatial language, and solve spatial problems.
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