Spatial Reasoning in early childhood

Gifford, Sue; Gripton, Catherine; Williams, Helen; Lancaster, Andrea; Bates, Kathryn E; Williams, Ashley Y; Gilligan-Lee, Katie Anne; Borthwick, Alison; Farran, Emily K.

doi:10.31234/osf.io/jnwpu

Cited by 14 publications

(10 citation statements)

References 32 publications

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“…In the context of the ongoing technological revolution and the need for improving the STEM skills of the workforce, these findings highlight a need to elevate teacher's understanding of the importance of developing children's early spatial and numeracy skills. This may start with efforts to reduce teacher's spatial and mathematics anxiety and educate them on how best to incorporate spatial skills into their teaching (e.g., spatial reasoning toolkit see Gifford et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

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

Gilligan-Lee¹,

Bradbury²,

Bradley³

et al. 2022

Preprint

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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.

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Section: Discussionmentioning

confidence: 99%

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

Gilligan-Lee¹,

Bradbury²,

Bradley³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom

Gilligan-Lee

Bradbury²,

Bradley

et al. 2023

Mind Brain and Education

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Spatial thinkingpredicts 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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“…In the most general sense, spatial ability is a form of intelligence in which young children demonstrate the capacity to mentally create, transform, and rotate a visual image (Geary, 2022). This form of capacity displayed helps understand and remember the spatial relationships between real and imaginary objects (Gifford et al, 2022). The concept of spatial which is a sub-component of spatial thinking, is defined as the ability to visualize new images and situations that change depending on the movement of images of two or three-dimensional objects consisting of one piece or multiple pieces in three-dimensional space (Burnet & Lane, 1980).…”

Section: Sonuç Tartışma Ve öNerilermentioning

confidence: 99%

Web of Science Veri Tabanına Dayalı Bibliyometrik Analiz: Uzamsal Düşünme, Uzamsal Görselleştirme ve Uzamsal Yetenek

Kaya

DİNÇER²

2023

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı, Web of Science (WoS) veri tabanına dayalı olarak uzamsal düşünme, uzamsal görselleştirme ve uzamsal yetenek konularında yayımlanmış makalelerin bibliyometrik analizini yapmaktadır. Bu doğrultuda, 1980 yılından günümüze 3114 makale yayınlanma yıllarına, ülkelere, WoS kategorilerine, yazarlara, kurumlara, dergilere, en çok atıf alanlara, ortak yazarlara, ortak anahtar kelimelere, kaynakça eşleşmelerine ve ortak atıflara göre incelenmiştir. Çalışmada, performans ve bilimsel alan haritalama analizleri kullanılmıştır. Verilerin elde edilmesinde Web of Science™ Core Collection veri tabanı, ağ analizlerinde ise VOSviewer programı kullanılmıştır. Çalışmanın performans analizine göre, belirlenen konulardaki makalelerin yıllara göre artış eğiliminde olduğu, Amerika Birleşik Devletleri, İngiltere ve Kanada’da daha fazla çalışma yapıldığı belirlenmiştir. WoS kategorileri içerisinden Psychology Experimental, Psychology Multidisciplinary ile Education Educational Research kategorileri ön plana çıkmaktadır. Hegarty, M., Jansen, P. ile Newcombe, N. S. yazarları belirlenen konularda daha fazla çalışma yapmıştır. Kurumlar bazında, University of California System ile Pennsylvania Commonwealth System of Higher Education Pcshe dergiler bazında Perceptual and Motor Skills ve Intelligence ön plana çıkmaktadır. Yazarlar bağlamında bağlantı gücü en fazla olan kişiler Hegarty, M. ve Newcombe, N. S. iken ülkeler bağlamında bağlantı gücü en fazla olan devletler Amerika Birleşik Devletleri ve İngiltere olmuştur. En fazla ortak anahtar kelime uzamsal yetenek olurken University of California Santa Barbara kaynakça eşleşmesinde en fazla bağlantı gücüne sahip kurum olmuştur.

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Spatial Reasoning in early childhood

Cited by 14 publications

References 32 publications

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

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

Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom

Web of Science Veri Tabanına Dayalı Bibliyometrik Analiz: Uzamsal Düşünme, Uzamsal Görselleştirme ve Uzamsal Yetenek

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