Factors affecting the competence and performance in map language for children at the concrete level of map-reasoning

Children bring to map-learning situations a variety of past experiences, abilities and environmental influences. The geography or social studies teacher should recognise these attributes and should build on them in an educational setting. The designers of maps should consider these attributes of map users when preparing their maps. This article identifies three aspects of map design (colour in map signs, map generalisation and map lettering) and ten attributes of the map user (age, map-reading ability, home environment, previous experiences with maps, understanding the concept of a map, drawing ability, attitudes to maps, nonverbal and verbal intelligence and spatial ability) and assesses their influence on the competence and performance in map language of children at the concrete level of map-reasoning. Implications are presented for geographical educators.