Up to the garden fence or The world at primary school

Abstract

Up to now only few empirical studies have focused on the development of children's spatial cognition. The study examines the map-drawing abilities of an international sample of ten-year-old children by examining the nature of world maps they have drawn. It explores the extent to which di erent factors of in uence, e.g. the presence of media, travel activity, handling of cartographic media, individual interest and family or school factors of in uence are correlated to the enhanced ability of the children to represent their spatial cognitive structure of the world as a drawn map. The paper discusses the implications of the ndings for the creation of learning environments which support the development of map-drawing using both ways -the way "from local to global" as well as the way "from global to local".

Global learning: A catalyst for curriculum change

“…There are also a number of theoretical models that help to illuminate progression in global learning in different ways. For example, Schmeinck (2009) sets out a model of progression, derived from earlier ideas proposed by Bruner, in which children gain increasing knowledge and competence as they progress up an ever-widening spiral of experience and understanding. Schmeinck (2009: 92) identifies four separate but complementary strands that, although focused on spatial awareness, are equally applicable to global learning.…”