Lefebvre’s spatial triad for children: a teaching model for spatial thinking in the classroom

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.

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