Lefebvre’s Spatial Triad for Children: A teaching model for spatial thinking in the classroom

Mette Mechlenborg, Maja de Neergaard*

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

This paper considers the teachings of spatial thinking in two Danish school interventions with children, ages 10–13 (2018–2021), by turning Lefebvre’s spatial triad into a research-based exercise. Based on children’s responses, this paper concludes that, first, by allowing children to include their own spatial experiences, they can resonate with the complex ways in which the perceived, conceived and lived spaces, according to Lefebvre, are produced and reproduced. Second, while the conceived space of Lefebvre addresses the difficult premise that every space is always intended, it adds crucial insights into how spaces work conceptually as well as it helps children to work with spatial data. The results indicate that Lefebvre’s spatial triad can be used didactically to develop children’s spatial thinking in the classroom and in urban planning projects.
Translated title of the contributionLefebvres spatiale triade for børn: Erfaringer fra skolesamarbejder med byplanlæggere
Original languageEnglish
JournalInternational Research in Geographical and Environmental Education
ISSN1038-2046
DOIs
Publication statusPublished - 31 Jan 2024

Bibliographical note

Publisher Copyright:
© 2024 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Critical spatial thinking
  • geo-education
  • Henri Lefebvre
  • participatory design
  • spatial thinking

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