Young Children's Use of Spatial Relationships in Tasks with Maps and Models

In this paper, we consider two issues: first, the age when children can first understand that a map or a model is a representation of space; and second, how children's early map abilities can be encouraged and stimulated. There have been recent proposals that children can start to understand maps from 2½ years of age. The research supporting these proposals is discussed, and it is argued that there is little evidence that children can appreciate maps and models as spatial representations until, or just before, 4 years of age. It is pointed out that even at the age of 4 years, most children can only use maps and models when they are aligned—children of that age have difficulty using rotated maps and models. The reasons for that difficulty are discussed, and it is suggested that using maps that are not aligned usually requires an understanding of spatial relationships (such as 'near to' and 'between'). Although 4-year-olds use such concepts in language and in some spatial tasks, they appear to be unaware of the appropriateness of using spatial relationships in tasks with rotated maps. It is suggested that one way to stimulate young children's map abilities is to encourage their awareness of spatial relationships by explicit teaching and training.