Fostering geographic literacy from early childhood: The contributions of interdisciplinary research

Lynn S. Liben; Roger M. Downs

doi:10.1016/0193-3973(94)90022-1

Fostering geographic literacy from early childhood: The contributions of interdisciplinary research

Lynn S. Liben, Roger M. Downs

Research output: Contribution to journal › Article › peer-review

20 Scopus citations

Abstract

A disturbing level of geographic ignorance in both children and adults has been well documented in recent years. We argue that educational programs to remedy this ignorance will be successful only if they draw upon an interdisciplinary approach combining the fields of geography and developmental psychology. After discussing the value of this approach in general, we describe some empirical data showing the links between children's developing projective spatial concepts and their ability to produce and use maps of familiar environments. We illustrate the value of this approach by discussing sample classroom activities, and urge the importance of developing pregeographic or premapping skills during the preschool years.

Original language	English (US)
Pages (from-to)	549-569
Number of pages	21
Journal	Journal of Applied Developmental Psychology
Volume	15
Issue number	4
DOIs	https://doi.org/10.1016/0193-3973(94)90022-1
State	Published - 1994

All Science Journal Classification (ASJC) codes

Developmental and Educational Psychology

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10.1016/0193-3973(94)90022-1

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title = "Fostering geographic literacy from early childhood: The contributions of interdisciplinary research",

abstract = "A disturbing level of geographic ignorance in both children and adults has been well documented in recent years. We argue that educational programs to remedy this ignorance will be successful only if they draw upon an interdisciplinary approach combining the fields of geography and developmental psychology. After discussing the value of this approach in general, we describe some empirical data showing the links between children's developing projective spatial concepts and their ability to produce and use maps of familiar environments. We illustrate the value of this approach by discussing sample classroom activities, and urge the importance of developing pregeographic or premapping skills during the preschool years.",

author = "Liben, {Lynn S.} and Downs, {Roger M.}",

note = "Funding Information: The research reported here is based, in part, on work conducted through the support of the National Institute of Education (NIE; No. G-83-0025). We are grateful for their financial support, although the opinions expressed are ours and no endorsement by NIE should be inferred. We thank the children, teachers, parents, and administrators of the Bellefonte and the State College School Districts for their cooperation. This article is part of a continuing collaboration, and thus order of authorship is arbitrary. Correspondence and requests for reprints should be sent to Lynn S. Liben, Department of Psychology, The Pennsylvania State University, 417-B Moore Building, University Park, PA 16802.",

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AU - Downs, Roger M.

N1 - Funding Information: The research reported here is based, in part, on work conducted through the support of the National Institute of Education (NIE; No. G-83-0025). We are grateful for their financial support, although the opinions expressed are ours and no endorsement by NIE should be inferred. We thank the children, teachers, parents, and administrators of the Bellefonte and the State College School Districts for their cooperation. This article is part of a continuing collaboration, and thus order of authorship is arbitrary. Correspondence and requests for reprints should be sent to Lynn S. Liben, Department of Psychology, The Pennsylvania State University, 417-B Moore Building, University Park, PA 16802.

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AB - A disturbing level of geographic ignorance in both children and adults has been well documented in recent years. We argue that educational programs to remedy this ignorance will be successful only if they draw upon an interdisciplinary approach combining the fields of geography and developmental psychology. After discussing the value of this approach in general, we describe some empirical data showing the links between children's developing projective spatial concepts and their ability to produce and use maps of familiar environments. We illustrate the value of this approach by discussing sample classroom activities, and urge the importance of developing pregeographic or premapping skills during the preschool years.

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Fostering geographic literacy from early childhood: The contributions of interdisciplinary research

Abstract

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