Spatial Thinking in Practice: A snapshot of teacher’s spatial activity use in the early years’ classroom.

Spatial thinking predicts Science, Technology, Engineering and Mathematics achievement, yet is often absent from educational policy. We provide the first benchmarks of teachers’ usage and perceptions of spatial activities in practice in the reception classroom. Using a questionnaire study with educational professionals working in the reception (4-5 years) classroom in England (N=104), we found that spatial and numeracy activities were perceived as significantly less important, and were completed significantly less often, than literacy or life skills. Given the lack of focus on spatial skills in the curriculum guidance in England, rates of spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers’ anxiety levels were moderate for both spatial and mathematics domains. The findings highlight a need to elevate teacher’s understanding of the importance of developing children’s early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety.