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"Teubal, Eva"
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Graphic Texts
The message of the book is straightforward and easy to apply: it derives from the interweaving of long years of field work with a solid theoretical background. The practice advocated presents children with the opportunity to confront contents and situations which are only too often considered inaccessible for them. The abundant examples presented show that when provided with an adequate toolkit composed of graphic texts, children are inherently motivated by the challenges surrounding them and can make the most out of them as valuable learning opportunities.
eBook
Maps
In this chapter we suggest ways of using maps as a tool to represent spatial relationships and to develop spatial orientation and understanding of spatial terms among young children. First, we shall analyze humans’ conception of and orientation in space1; later, we will discuss the way in which maps represent space, and will also consider data about the development of map reading and drawing skills; we will refer to activities that promote the understanding of maps as tools which symbolically represent space and contribute to spatial orientation.
Book Chapter
DRAWINGS AND ILLUSTRATIONS
In the first years of their lives, most children enjoy drawing and are pleased with the results. Once they begin school the frequency of their drawing usually declines, and so does their sense of competence (Rose, Jolley, & Burkitt, 2006).
Book Chapter