The case for developing a cognitive environmental psychology that does not underestimate the abilities of young children

Abstract

Both developmental and environmental psychology, where influenced by the work of Piaget, tend to have underestimated the environmental skills and potential of young children. This paper argues that what is needed is a cognitive environmental psychology which derives from observations of young children's real-life behaviour in their everyday environment, as well as from the laboratory-based studies which predominate in the field. Much of the present evidence on young children's capabilities in cognitive mapping and other locational skills comes from studies by geographers and educationalists; whereas psychologists have concentrated in their small-scale laboratory studies upon the processes whereby the child learns and uses information about the physical environment. Combining findings from both laboratory and large-scale settings, it is now possible to describe a developmental sequence; although many more naturalistic as well as experimental studies are needed.