A correct understanding of locative words is the basis for children to understand spatial locative relations.

The thinking characteristics of small class children are mainly figurative thinking, so parents should use familiar and real objects to describe spatial orientation when teaching spatial orientation. For example, touch your little head, this is the top; Tap your little feet, this is the next step.

2. Make full use of the living environment and seize the opportunity of education.

The development of children's spatial cognition is completed in the process of interaction with the environment. Parents need to give their children more opportunities to explore space and give them a shadow knife.

For example, parents can guide their children to pick up and put things by themselves, and arrange things according to the instructions of "putting socks on pants" and "putting blue blocks behind red blocks"

3. Create an environment to guide children to boldly describe the relationship between objects.

Parents should create an atmosphere in which children can talk, want to talk and dare to speak. For example, let children help find things in life and let them tell where things are, not with their fingers. When expressing, you need to express accurately, for example, tell what objects are above and what objects are below.

4. Create problems and conflicts and encourage children to make bold guesses.

Vygotsky, an educator in the former Soviet Union, emphasized that teaching should be at the forefront of development. According to the development characteristics of small-class children's spatial orientation cognition, we know that the existing level of small-class children is self-centered and can only distinguish the spatial orientation of upper and lower areas, so the potential level of children's development can be extended to the object-centered and slightly distant areas and the relationship between left and right directions.

Therefore, parents should create different situations, create new questions, let children discuss and guess, and then let children change their original cognition and adapt to the requirements of external changes. For example, if children know each other before and after, they will change things in different directions to see if they can still do it. Most children in small classes can't understand the change of position.