Spatial Tests, Familiarity with the Surroundings, and Spatial Activity Experience
How Do They Contribute to Children’s Spatial Orientation in Macro Environments?
Abstract
Spatial orientation as the ability to know the bearing to the origin of a walked path was investigated in two studies with ca. 140 preschool and primary school children who walked paths of about 1 km beginning at the familiar kindergarten or in a completely unknown territory. Path difficulty and familiarity with the surroundings influenced correctness of pointing. Spatial ability measured by test performance and spatial activity experience, i.e., children’s reports about unsupervised walks, effected pointing accuracy as well. The data emphasize that spatial activity experience may be an important factor for spatial orientation beyond kindergarten age.
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