空间定位和导航是日常生活中的基本能力,在童年时期逐渐发展,虽然他们的发展还不清楚。本叙事综述的主要目的是通过文献中的研究来追踪中年儿童(6至12岁)导航技能的发展。为了这个目标,这篇评论考虑了术语,方法论,不同的范式,以及用于研究以自我为中心的以自我为中心和以分配为中心的世界为中心的表示的设备,除了不同类型的空间(达到/小/大;物理/虚拟)。此外,这篇综述简要描述了幼儿和学龄前儿童(0-5岁)的导航策略和能力的发展。这篇综述的主要结果表明,童年中期是改善和发展分配中心策略的关键时期,包括度量信息。事实上,在这个发育窗口中,儿童学习处理近端和远端提示,将纸张和虚拟信息转移到现实环境中,表现类似于成年人。这篇叙述性评论可以成为更好地阐明导航和空间定位发展的起点,最终确定以追踪可用于绘制正常发育的发育曲线,并具有比较术语以评估非典型发育中的表现。
Spatial orientation and navigation are fundamental abilities in daily life that develop gradually during childhood, although their development is still not clear. The main aim of the present narrative
review was to trace the development of navigational skills in middle childhood (6 to 12 years old) by means of studies present in the literature. To this aim, this
review took into account the terminology, methodologies, different paradigms, and apparatuses used to investigate egocentric self-centered and allocentric world-centered representations, besides the different types of spaces (reaching/small/large; physical/virtual). Furthermore, this
review provided a brief description of the development of navigational strategies and competences in toddlers and preschool children (0-5 years). The main result of this
review showed how middle childhood is a crucial period for the improvement and development of allocentric strategies, including metric information. In fact, during this developmental window, children learn to handle proximal and distal cues, to transpose paper and virtual information into real environments, up to performing similarly to adults. This narrative
review could represent a starting point to better clarify the development of navigation and spatial orientation, finalized to trace a development curve useful to map normal development and to have a term of comparison to assess performance in atypical development.