Initiative aiming to introduce children to maps in Kenya

Catherine M Njore,Charles Mwangi Kimari,Kuria Thiong’O

doi:10.5194/ica-proc-2-93-2019

Catherine M Njore, Charles Mwangi Kimari + Show 1 more

Open Access

https://doi.org/10.5194/ica-proc-2-93-2019

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Abstract

Abstract. The age at which one is introduced to cartography and map making skills has been identified as a major factor in creating interest and awareness in mapping, more so when incorporated in the education system. Additionally, participation of children in various cartographic arts and maps competitions develops their cognitive knowledge and skills. Despite this information, Kenya continues to lag behind in the incorporation of qualified cartographic products into the education curriculum. The objective of this project therefore was to sensitize the various education stakeholders in the country on the need to develop childrens’ cognitive skills and abilities at an early stage in their life. The project, which is at its initial stage, formulated under a book club called “ThinkWords” mainly targets primary school children (4–10 years) and is currently working with one of the schools based in Nyeri County, Kenya as a pilot project. The children are engaged in various activities which include maps and their uses. Currently the “ThinkWords” club has a membership of 50, which is inclusive of children and their teachers. The ultimate goal of the project is to convince the relevant education stakeholders in the country on the importance of introducing cartography in schools, by sharing the children’s work with the relevant government authorities and stakeholders on need of children themed maps in terms of symbology. The project is then envisioned to be rolled out to other parts of the country and eventually lead to the inclusion of cartographic training skills into the education system.

Highlights

Over the years, the application and use maps has been on the increase, propelled mainly by the technological advancement that has enabled the professional presentation of maps with spatial bases (Blades & Spencer, 1986)
Bulgaria, Hungary and Portugal are notable success stories where qualified cartographic products have been incorporated into the education system after the countries’ noting of the poor design of the maps used in their education systems.(Buğdayci & Selvi, 2018) The concept capitalizes on the children’s varying level of understanding, with the younger groups (4-6 years) appreciating more colourful maps with real feature pictorial symbols whilst the older groups working well with other map symbols
Twenty children were engaged in mapping activities to assess their level of understanding and as such use the results of their activities to plan for the different age groups map tasks

Summary

Introduction

The application and use maps has been on the increase, propelled mainly by the technological advancement that has enabled the professional presentation of maps with spatial bases (Blades & Spencer, 1986). Studies by (Buğdayci & Selvi, 2018) and (Bluestein & Acredolo, 1979) recommended that that creating an interest in maps and their uses to children at an early age while ensuring that there is no misunderstanding and misinterpretation, is vital (Buğdayci & Selvi, 2018) Activities prepared using information on an environment that the children are used to makes it easy to slowly include the map making concept. The ideology is that nurturing children to map use early enough will lead to future appreciation of maps and create a rise to proper cartographic skills in their map application in their different fields (Buğdayci & Selvi, 2018)

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