Construction of an applied model for the development of geospatial perception skills in early childhood science education

Abstract The age of 3-6 years is a very important age for the development of spatial ability, especially spatial perception ability, so it is especially important to cultivate the spatial perception ability of young children in early education. In this study, a cognitive diagnostic test of geospatial perception ability of young children was prepared based on the guidance of Q-matrix theory, and the students of a kindergarten class and a middle class were selected as the research subjects to be tested, and the mastery of cognitive attributes was analyzed by using the DINA model. The cognitive structure of the students was analyzed, the current teaching situation was evaluated according to the diagnostic results, and the geospatial perceptual ability of young children was evaluated in terms of group variability and learning achievement, and finally, strategies for the cultivation of geospatial perceptual ability of young children were proposed based on the results. From the mean and standard deviation test results of geospatial perception ability, it can be seen that the standard deviation of young children’s geospatial perception ability is between 0.3 and 0.6, which shows that the overall situation of young children’s geospatial perception ability is more concentrated, among which the level of young children’s geospatial expression ability is the most concentrated. The cultivation of geospatial perceptual ability in early childhood science education can be carried out through activities such as map reading, map drawing, map localization, and spatial reconstruction, with a view to promoting the steady development of young children’s geospatial perceptual ability.