Cognitive map Describes the perfor mance of childrens spacerecognition ability For instance in a chia-chia Kindergarten outing

• Main Authors: Chung-Cuh Hsiahg, 鍾菊香
• Other Authors: 周玉秀
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/59459451547185483287

碩士 === 國立臺北教育大學 === 幼兒教育學系碩士班 === 94 === The cognitive map is often used to assess the ability of space recognition. The study adapted cognitive map as a research tool to analyze the cognitive difference of 25 kindergarteners from age four to age six. In an experiment, the cognitive maps made by these kindergarteners were collected in two groups: before and after teaching. The result of this study shows that the cognitive maps of store numbers and order made by the middle and big class kindergarteners present cognitive difference of 4-to 6-year-old kindergarteners. From these maps, one can easily distinguish 3 obvious styles: self-direction, block, and union. On the maps, the kindergarteners first drew the landmarks with which they are most familiar. These maps show a strong relationship with these kindergarteners’ every day life and the landmarks reflect their life experience. Teaching improves children’s concept of space. For example, before teaching, a child drew the map of self-direction style; after teaching, this child was able to draw a block map. When comparing these 2 maps, one can definitely see the child’s improvement of space concept after teaching.