Children’s and young people’s cognizance of physical-symbolic reality: The production and acquisition of spatial knowledge

In this article, we address the central topic of the call for papers, childhood educates space, from the perspective of children’s and young people’s spatial knowledge. We argue that both childhood and youth educate as much as are educated by space. To shed light on this dynamic and complex interaction, we focus on the arenas and agencies at play within the production and acquisition of spatial knowledge. The term arena refers to the spatial conditions that delineate an area of activity related to the production and acquisition of spatial knowledge, and agency denotes the crucial means, agents, and tools that are instrumental in and buttress such area of activity. To render operative the analysis, we draw on two driving themes: (i) the gradual development of a comprehensive conception of space and (ii) its accompanying (and traversing) learning processes. Moreover, to substantiate the assertion that education between childhood and youth and space is mutually constitutive, we present a selection of findings from a qualitative meta-analysis conducted to reconstruct the evolution of young people’s spatial knowledge from the 1970s onwards. All in all, we claim that the process of production and acquisition of spatial knowledge forms the basis of, on the one hand, the keenness and depth of the perception that children and young people have of the physical world and, on the other, the ways they subjectively and symbolically characterize it.