There are a few exercises within the section for infants. Their aim is to help young children to begin to develop an understanding of maps as well as to develop their ability to use and understand simple plans. Aerial view is also introduced. This map work section should be used in conjunction with the section on Geography for Infants situated also within the infant section of AskAboutIreland.
The first activity introduces the children to a map of Ireland. They are asked to colour this map. Teachers can have a simple discussion about what maps are and ask children have they ever seen a map before. A simple definition might be that maps are flat drawings of places in the world seen from above.
Perspective, view from above: Here the teacher can explain that the map of Ireland that they have coloured is what Ireland looks like form the air looking down on it from above. Extension task: The teacher might get children to examine objects and to observe how they look from above. Children can draw around objects to make a simple plan of each. Children should notice that things viewed from above look different to things as we see them on the ground.
Maps use symbols: The teacher can draw attention to the fact that the map they have painted now has colours. Explain that maps often use colours to show different places or things on them. Green is often used for land and blue to show water. Maps also use some dots, lines and pictures. Ask what picture might be used to show where a playground was on a map.
Developing an understanding of a sense of space: Looking at the map of Ireland children could be asked to mark approximately where their school or town is.
The curriculum for infants places an emphasis on teaching spatial language and concepts through the construction of picture maps of the school, the home, play areas, and local places. Here in the My Bedroom activity the children have to observe a side view of a bedroom and place bedroom items in the correct location in an identical room.
Extension task: Children could be given opportunities to create a model bedroom with materials such as brick and Lego.
Developing a sense of space: Describing location. The teacher can use spatial language with the children (such as near, beside, in the corner, not beside) to help them to describe where items in the bedroom are.
Making their own simple picture map: An extension activity might be for the teacher to ask the children to draw a simple picture map of their own bedroom. The teacher could also make a simple model bedroom by using some items of doll?s furniture to place them in particular locations similar to those shown.
Here a knowledge of direction is developed through getting children to plot a route out through a maze. Teachers could extend children's understanding of directions by asking children to go forwards and backwards in the maze. The children might also be asked to describe the route from their classroom to the playground and to draw that route.
The teacher could develop simple activities in for example P.E. which would give children the opportunity of following simple directions. There should also be opportunities of engaging in play experiences using directional toys.