空間與人關係密切、相互影響。統整身心之身體，是人探索認識空間及感知自身存在性的主體。然從個人身體所需空間到眾人共享的社區環境，我們往往缺乏覺察。本研究為初探學童階段空間教育的可行性及可能作法，試做實驗課程教學，依國小學童空間相關認知能力及階段發展之學習模式，以「身體與空間」、「個人與社區」、「社區與生活」主題研擬計畫，於2014年暑假期間在一個包含一至六年級學童的安親班進行施作，期由較寬大的年齡範圍探知後續研究的指向。由歷程及所得資料研討結果與省思，獲得以下結論：一、「從身體到社區」課程具可行性且較適合中年級；二、日常環境是適切的「教具」；三、遊戲性是必要的特質；四、對話、再思、修改是必經的歷程。並據以提出建議：一、把握小學階段啟動空間教育；二、加入空間角度的跨領域課程協作；三、看見空間到公民議題的發展可能，供國民教育課程發展及後續研究之參考。

People and space are intertwined and inseparable. People explore space and recognize his/her existence with all physical senses as well as mental awareness. These spatial experiences from person to community are often lacked. This research attempts to understand the feasibility and possible practices of spatial education for schoolchildren via conducting experimental courses given to elementary school children aged from year one to year six in a mixed age tutoring class during the summer vacation in 2014. Based on children’s spatial recognition ability and various learning stage, three themes “Body and Space”, “Individual and Community”, and “Community and Living”, are developed purposely for this project. With a wide range of children’s age, it is also hoped to find out the better suited school children age for further studies. From the data obtained and the research results gathered, the following conclusions were reached: (1) the course “From Body to Community” is applicable and better suited for year three and year four children; (2) making daily environment as a teaching resource is proper; (3) playfulness is a necessary characteristic; (4) the process of discussion, review, and revise is inevitable. From this research, the following suggestions are achieved: (1) start spatial education from primary school; (2) include space perspectives with interdisciplinary courses; (3) the possibility of linking spatial awareness with civic issues to provide curriculum development for elementary school education as well as further research works.