Introducing spatial thinking and lesson study: Researcher's role in early childhood story-based design integration

Purpose This study aims to investigate how a researcher supported early childhood (EC) educators in integrating spatial thinking into the curriculum through lesson study (LS). It was conducted in a context where both LS and spatial reasoning were unfamiliar. The study explores the facilitation strategies that initiated and sustained teacher dialogue about case pupils' spatial thinking. It further examines how these strategies contributed to professional learning across dimensions of satisfaction, knowledge, instructional practice and school-level change. Design/methodology/approach A qualitative case study approach was used, drawing on audio recordings of LS meetings, pupil artifacts, researcher reflections and field notes. Reflective thematic analysis traced how the researcher scaffolded teacher thinking and interaction across LS phases, with particular attention to discussions focused on case pupils' spatial reasoning. Findings Researcher support evolved from directive reassurance during the workshop to more facilitative prompting as teacher confidence increased across the LS cycles. Key mechanisms included reassurance, strategic questioning, mindset reframing and structured protocol for debriefing session and observation sheets to anchor discussions in pupil learning. Constraints such as staffing shortages and LS unfamiliarity were addressed with adaptations in the LS process. Practical implications Findings inform LS facilitation training by emphasizing gradual autonomy, structured reflection and teacher-led inquiry. The study also offers guidance for sustaining LS in under-resourced settings. Originality/value The study offers new insights into multi-role LS design and facilitation in EC education, especially for unfamiliar areas like spatial thinking. It shows how researchers can support teacher learning and facilitate processes that make such content visible, actionable and embedded in classrooms.