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Assessing spatial reasoning during play: educator observations, assessment and curriculum planning

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Abstract

Children are innately mathematical and explore mathematical concepts through play. However, educator beliefs about mathematics can impact the inclusion of mathematics in early childhood education (ECE). Recent research has suggested that spatial reasoning is a key concept which forms the foundations of mathematics learning. The theoretical argument underpinning this research is that young children benefit from intentional teaching specifically focused on supporting the development of children’s spatial reasoning skills during play. This mixed-methods research project investigated the effects of the implementation of a suite of play-based, spatial reasoning activities on educators’ teaching practices—including observations, assessment and evidence-based planning—and educator beliefs about mathematics in ECE. Twenty-seven participants were educators from 15 early childhood centres for children age 3–5 years, based within culturally and socio-economically diverse populations. Participant qualifications included diplomas, graduate and postgraduate degrees in early childhood and primary education, with teaching experience ranging from 6 months to 35 years. The investigations found reciprocal influences between the three key areas of the research project which included: the implementation of the activities by educators, educator beliefs about mathematics, spatial reasoning and mathematics teaching practice. The findings have implications for further research and curriculum design and practice. These include the need for research methodologies which contribute to sustained professional learning outcomes and the uptake of research findings in practice, play-based spatial reasoning assessment strategies and the contribution of a focus on spatial reasoning to early childhood curricula.

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Notes

  1. EYPC: evidence of child capabilities gathered by observations, assessment that derives from analysis of observations and links to evidence-based planning, mandated by the Australian National Quality Framework (ACECQA n.d.).

  2. In Victoria, Australia, kindergartens typically educate children aged 3 to 5 years, offering part-time or full-time programs between 8.45 am and 3.30 pm.

  3. Long day care is available to infants, toddlers and young children. Centres may be open from 6.30 am to 6 pm, 5 days per week. Some centres offer a kindergarten program within a long day care program. Child attendance varies from 1 day per week, to 5 days per week.

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Authors and Affiliations

  1. Haileybury College, Early Learning, 855 Springvale Road, Keysborough, VIC, 3173, Australia

    Rachel Pollitt

  2. Education Faculty, Meng Wah Complex, The University of Hong Kong, Pokfulam Road, Hong Kong

    Caroline Cohrssen

  3. Melbourne Graduate School of Education, The University of Melbourne, 100 Leicester Street, Melbourne, VIC, 3000, Australia

    Wee Tiong Seah

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  1. Rachel Pollitt
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  2. Caroline Cohrssen
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  3. Wee Tiong Seah
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Table 3 Summary of assessment activities
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Pollitt, R., Cohrssen, C. & Seah, W.T. Assessing spatial reasoning during play: educator observations, assessment and curriculum planning. Math Ed Res J 32, 331–363 (2020). https://doi.org/10.1007/s13394-020-00337-8

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