Abstract
A disturbing level of geographic ignorance in both children and adults has been well documented in recent years. We argue that educational programs to remedy this ignorance will be successful only if they draw upon an interdisciplinary approach combining the fields of geography and developmental psychology. After discussing the value of this approach in general, we describe some empirical data showing the links between children's developing projective spatial concepts and their ability to produce and use maps of familiar environments. We illustrate the value of this approach by discussing sample classroom activities, and urge the importance of developing pregeographic or premapping skills during the preschool years.
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