Thinking geographically in early childhood education: from imagination to the social construction of conceived space

Abstract

The constructivist tradition relates the way to understanding the space that students have with their physic and psychic development according of their age. But this approach does not explain clearly enough the causes by which pre-school children are able to represent places have never been or demonstrate territorial relationships of some complexity. That is why we have addressed a case study with five year old students where we show indications that allow to evidence that the use of their imagination on the construction of the conceived space can be enhanced by experiences and educational resources such as the classroom projects and stories.