This master’s thesis examines how a purpose-built sensory path—designed and installed with colleagues in front of the school—supports the development of spatial orientation and early cartographic literacy in first-grade pupils. The aim was to determine how regular use of the path, together with purposefully designed tasks, fosters pupils’ understanding of spatial relations, their ability to represent space symbolically, and their verbalization of sensory experiences.
The study was qualitative and longitudinal, spanning six months and involving six pupils (three girls and three boys). During this period, I tracked each pupil’s progress across five tasks designed to probe spatial orientation, symbolic/cartographic thinking, and sensory expression. Data were collected through photographs, drawings, map sketches, audio recordings, and direct observation. The pupils completed tasks such as assembling a sketch of the sensory path, locating the correct photograph on the path by following directional cards, and describing their experiences while walking barefoot over different materials.
Findings show that all pupils made visible progress through systematic, repeated use of the sensory path. They improved in spatial orientation, accuracy in map drawing, recognition of materials and their symbolic depiction, and enriched the vocabulary used to describe space and sensory perceptions. The tasks were motivating and supported the formation of an internal cognitive map and an understanding of cartographic concepts that go beyond a purely visual experience of space.
Overall, the study confirms that a sensory path can be a powerful tool for developing cartographic thinking in the early years of schooling, provided it is supported by appropriate didactic scaffolding, regular guidance, and experiential learning.
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