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Mapping at the Age of Three
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1974
Year
Historical GeographyGeovisualizationEducationArchaeologyCognitive MapPhysical GeographySocial SciencesToy-play MappingGeospatial MappingLanguage AcquisitionCognitive DevelopmentPrehistoryEducational GameGame DesignSpatial ReasoningCartographyCognitive ScienceChild PsychologyEarly Childhood DevelopmentSchool EntranceChild DevelopmentEarly EducationInfant DevelopmentSpatial CognitionAnthropology
Abstract A study of toy-play mapping by three-, four-, and five-year-old children demonstrates that children can clearly represent a cognitive map at the age of three. Mapping, therefore, is developmentally primitive, and formal map-learning can begin at the age of school entrance.