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This study investigated the symbols of representation young children choose to incorporate when they draw route maps of familiar interior spaces, based on the premise that development of map-making skills might unfold in much the same stage-like manner as the development of the ability to draw the human figure. In this investigation, children between the ages of 4 and 7 enrolled in a small independent elementary school were each asked to draw a map showing the route a person unfamiliar to the school would take to travel from the child's classroom to the school gymnasium. Strategies during map-making were noted; completed maps were analyzed to identify archetypal representations of pathway, context, landmark, and figure. Statistically significant differences were found in archetypal use between the 4.5-5.0 and the 6.0-7.0 age groups, suggesting that archetypes of representation both appear and wane in a stage-like manner. The results imply further study is required to more closely identify archetypes and patterns of emergence and disappearance in the population at large. The results also suggest that offering more curricular opportunities in the earliest grades for young children to create maps may be warranted.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.



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