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Ensuring that knowledge generated through research has impact in early childhood education practice is a familiar and complex challenge. This article reports on an attempt to bridge the research-practice divide in one area of mathematics, early spatial reasoning, through the development of a practitioner toolkit to aid professional learning. The approach was to research practitioner perspectives on what is needed to support practice in this important and often under-recognised area of mathematics. We conducted questionnaires and focus groups. These showed that practitioners in England desire support in all areas of spatial reasoning, having received little or no training previously, and that multiple professional learning resources are required for a diverse sector. We argue that research dissemination, which is inclusive of the breadth of the early education sector, should provide age-range specific, accessible, practice-focussed, multi-modal resources.
Gripton et al. (Mon,) studied this question.