Understanding spatial and size relationships is one of the key mathematical competencies developed at the early childhood and early primary education stages. For preschool and early school age children, precisely identifying the position of an object is a significant challenge due to the ongoing development of the lateralization process. Supporting this process during this period is extremely important, as it influences not only the development of mathematical competencies but also the acquisition of reading and writing skills. A child who can identify directions, the position of objects in space, and their size gains foundations not only for learning geometry but also for solving everyday problems—from moving around the environment, through organizing space, to planning actions in time and space.

These skills are closely linked to the development of logical thinking, spatial orientation, and geometric imagination. Their development also supports speech development through the use of terms such as: above, below, next to, between, farther, higher, lower, longer, shorter, etc. Correct understanding of these concepts forms the basis for learning more advanced mathematical and technical topics at later stages of education.

Working with Korbo blocks in this area proves to be exceptionally effective. Thanks to physical, three-dimensional elements such as platforms, cylinders, and gear wheels, children can independently construct, test, compare, and modify their structures. Through action, manipulation of objects, and observation of the effects of their placement and mutual relationships, students intuitively develop an understanding of space and measurement. Korbo blocks allow not only building and experimenting but also observing the relationship between movement (for example, the rotation of gears) and changes in spatial arrangement.

Korbo activities make it possible to differentiate difficulty levels, adapt tasks to individual student needs, and introduce elements of coding and action planning. As a result, learning becomes not only effective but also engaging and closely connected to children’s experiences.

The construction activities proposed in this chapter integrate movement, thinking, imagination, and cooperation. We will practice distinguishing the right and left sides. We will arrange constructions according to size. We will improve fine motor skills, and through group work we will practice communication skills.

After completing the tasks in this chapter, the student:

• Identifies the position of elements in space using terms such as: above, below, next to, between, in front of, behind, on the left, on the right.

• Distinguishes and uses directional and locational terms (e.g. to the right, to the left, up, down) when building structures based on verbal or visual instructions.

• Compares the length, height, and width of elements and constructions built with Korbo blocks.

• Estimates the size of objects and the distances between them, using terms such as: shorter, longer, the same, higher, lower, wider, narrower.

• Builds spatial constructions based on teacher instructions, a plan, or their own design.

• Recreates and creates spatial arrangements using different types of Korbo elements: gear wheels, cylinders, and platforms.

• Analyzes and describes spatial relationships between elements of a construction—for example, what is located between two gears, what is higher or farther away.

• Designs spatially complex routes, mazes, and construction systems, planning the direction and sequence of movements.

• Performs simple measurements (e.g. the length of a construction) and records or compares results.

• Cooperates within a team, communicating precisely when building shared models.