Spatial Image Schemata, Locative Terms, and Geographic Spaces in Children's Narrative: Fostering Spatial Skills in Children

Abstract

The purpose of this study is to assess the geographical content of a sample of popular children's storybooks. We surveyed twenty-five children's story-books, ranging in reading level from pre-school to grade four, for the kinds of locatives (spatial concepts) used to communicate, and the kinds of spaces used to illustrate, each locative. Results suggest that story-books for children reflect Bracken's developmental progression as to locative terms in story-books for children of different ages. Results also suggest prototype locatives (which are a basic subset of locatives that can be used communicate spatial relationships) in the development of spatial image schemata. Lastly, results indicate an absence of references to geographic spaces. Recommendations are made that encourage the creation of children's story-books strong in geographical content.