This project aims to understand how different inspirational teaching methods of preschool teachers and the visual-spatial ability of young children can affect spatial concept acquirement from block building performance and verbal interaction content. The teachers use questioning to guild children to have a positive effect on children's cognitive development. In the preschool, the teachers often used open-ended questions to accept children's diverse ideas and create a children-centered learning space. However, block playing could provide children to learn spatial concepts, and children with visual-spatial ability would use more vocabulary about the spatial concept during block playing. Whether the teachers provide guided questions with the spatial concept or open-ended, it would affect children's learning?