Spatial reasoning means working out where things are and how they fit together. It is used when following a route, rotating a puzzle piece, reading a plan, assembling an object or judging how a set of parts will fit into a space.

Use a real spatial task

Choose something the child or young person already wants or needs to do:

• complete a jigsaw, tangram or construction model;

• copy a simple design;

• follow a map or plan a route;

• assemble an item from diagrams;

• arrange furniture or pack a space;

• play a visual strategy game, such as chess or draughts.

Talk about what the task needs. Are they matching shapes, judging direction, turning a part, using scale or seeing how separate pieces make a whole?

Model one useful move

For a younger child, begin with a simple design and complete part of it together. If a piece does not fit, say: “The shape is right, but the corner points the wrong way. I’m going to turn it and check again.” Demonstrate one move, then return the task.

Ask:

• Where might this part go?

• Which edge, corner or pattern is the clue?

• Does it need to move, turn or flip?

• How will we check?

For a young person following assembly instructions, identify the final goal, mark the relevant diagram and work through one section. When planning a route, talk about which way the map is facing, landmarks, direction and distance rather than just giving the answer.

Reduce support

At first, identify the key clue and first move. Next, ask them to point out the clue. Gradually leave them to plan, test and check the spatial task independently.

Do not provide generic puzzles simply because they are visual. The activity should contain a clear spatial relationship and be interesting enough to sustain attention.

If maps, diagrams, direction or assembling parts repeatedly cause practical difficulty, save one example and discuss it with school.