To study conditions that affect preschoolers' understanding of maps, we asked 4-and 5-year-olds to place stickers on classroom maps to show locations of objects currently in view. Varied were vantage point (eye level vs. raised oblique), map form (plan vs. oblique), and item type (floor vs. furniture locations). Even though they were working with maps of a familiar referent space, preschoolers evidenced difficulty. While an oblique vantage point did not enhance performance, using the oblique map first aided subsequent performance on the plan map. As predicted, performance on floor locations was worse than on furniture locations. Findings are discussed in relation to performance by adults given the mapping task and preschoolers given a nonreferential sticker placement task. Data suggest the importance of (a) iconicity and (b) studying geometric as well as representational correspondences in map research.
|Original language||English (US)|
|Number of pages||17|
|State||Published - Dec 1996|
All Science Journal Classification (ASJC) codes
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology