Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom |
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| Authors: | Katie A Gilligan-Lee Alice Bradbury Charlotte Bradley Emily K Farran Jo Van Herwegen Dominic Wyse Laura A Outhwaite |
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| Institution: | 1. School of Psychology, University College Dublin;2. Helen Hamlyn Centre for Pedagogy, IOE UCL's Faculty of Education and Society;3. School of Psychology, University of Surrey;4. Department for Psychology and Human Development, IOE UCL's Faculty of Education and Society;5. Centre for Education Policy and Equalising Opportunities, IOE UCL's Faculty of Education and Society |
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| Abstract: | Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety. |
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