Differences in spatial understanding revealed through the representation of large-scale environments by urban and suburban children.

摘要

This study investigated children's spatial understanding through an examination of representations of large-scale environments generated by urban and suburban children. Two samples of fourth grade children, representing an urban and a suburban neighborhood respectively, were asked to design a city. Their design strategies were assessed and compared to factors inherent in their environments. Information obtained in the exercise was used to explore possible extensions of the project in the areas of education and urban planning.