小学儿童空间认知亚技能发展的不平衡及其对玩耍行为差异的理论意义

Outdoor play provides an important context for physical activity and social interaction among primary school children. During play, children with different spatial cognitive abilities often exhibit different behavioral patterns. However, existing research has often overlooked the asynchronous development of spatial cognitive subskills. Consequently, adults tend to use age as a uniform criterion for interpreting children’s play behavior, making it difficult to identify the needs of children with different ability profiles and potentially limiting their participation and quality of experience. T