«Children must be allowed to move freely outside»

Mrs Ullmann, what distance can a five-year-old child travel unaccompanied?

This could be the short walk to the playground or kindergarten - simply somewhere the child knows well because it has been there often and everything is a bit familiar. But of course this varies from child to child. It depends on whether the girl or boy is also out and about a lot, whether she or he likes to explore new places on their own and what the parents trust the child to do. And not to forget: Whether the family lives on a busy street or on the edge of a forest also plays a decisive role.

Children build up their spatial skills continuously and in small steps.

How does children's spatial imagination develop?

Children's sense of direction is a fascinating maturing and learning process. The Swiss developmental psychologist Jean Piaget originally assumed that this development takes place in clearly defined stages and that children have the spatial awareness of an adult by the age of around twelve.

However, recent research shows that children develop their spatial skills continuously and in small steps. They begin to explore their surroundings at an early age and improve their ability to orientate themselves in space through experience and interaction.

What steps do even the youngest children take to move increasingly better and more purposefully?

At first, children recognise individual, familiar places, but are not yet able to establish a proper relationship between them. They know their home, the park and the shop, but don't know how to get from one place to another. Over time, they begin to memorise the spatial arrangement of the respective places and remember the route. The places they have experienced now appear as connections in space, for example from their home to the playground or on to the shop. The figurative order then gradually develops.

What is meant by this?

This relates to the ability to recognise objects in a certain space and understand their position in relation to each other. This creates an overview of the route and enables children to relate different places to each other. Mental maps develop, so to speak, which enable children to get from place A to place B. With increasing spatial experience, three-dimensional thinking deepens.

To what extent do genetic factors influence this development process?

Experts believe that certain cognitive abilities, including spatial perception, are genetically predisposed. However, it is extremely difficult to determine the exact extent of the genetic component. More recent studies emphasise the role of the environment much more strongly, as the relevant experiences that children can gain in their environment are central.

How can parents promote spatial awareness?

Children should have the opportunity to gain different experiences from an early age. This includes, for example, spending time in nature, in the playground or at home with family and friends. Discovery begins on a small scale, starting with exploring a play corner.

The focus then expands to a room, a floor and finally an entire house. In addition to enclosed spaces, it is particularly important that the girls and boys are allowed to run around outdoors. Initially, this can be the garden, but also the playground or a safe place in the neighbourhood or in the forest.

Playing hide and seek can help children to explore their surroundings together and find their way around.

What else should parents look out for?

The more active a child is, the more opportunities they have to explore different spaces and discover new places. As parents create stimuli and motivate their children to explore, the radius gradually expands. Encouraging movement plays a decisive role in independent discovery and the development of spatial awareness. Studies have shown that simply travelling in the back seat of the car is not enough to develop a feeling for the surroundings.

Why is that?

Children who walk or drive to school independently are more aware of their journey to school and do so at their own pace. They can name or even draw fixed points between their home and school. In contrast, children who are taken to school by car often have difficulties retracing the route they have travelled and remembering the places along the way. This shows that active engagement with the environment is necessary in order to develop good spatial orientation skills.

What role does the community with peers play?

Exploring and playing together with other children promotes their ability to find their way around. Children often feel safer and braver in a group to explore unknown paths or enter new spaces. They are more willing to leave their familiar surroundings and venture into the unknown. Games such as hide-and-seek can help them to explore their surroundings together and find their way around.

Why do children learn so much by hiding and searching?

This is partly because they have to memorise where they have already searched and where possible hiding places are. They also scout out new hiding places if they are always found immediately. This expands their spatial imagination. Children also learn from each other which hiding places are chosen and which are promising.

Parents often worry when they let their children run around outside on their own. What is the best way to strike a balance between safety and freedom?

In the early years, it is crucial to accompany children so that they can build up safety and trust. By walking together, parents can point out potential dangers or discuss with their children what they can do if they feel unsafe.

But how can parents recognise when their child is ready to cover longer distances on their own?

Some children need to be accompanied for longer, either because of their own insecurities or because they are devoting their attention to other things. A friend recently told me that she initially accompanied her daughter on the one kilometre walk to kindergarten. Gradually, her daughter mastered a larger part of the walk on her own and let her mum know when she was ready for more.

Basically, I think it is important that children know exactly where the carer is when playing outside independently. For safety reasons, it is essential to define the play radius with the child. If they want to leave the radius, they should contact the carer. The older the boys and girls get, the larger their play radius becomes.

Frequent use of digital media can impair the development of a sense of direction.

What impact do digital media and technologies have on the sense of direction of children of kindergarten age?

Digital media and technologies offer numerous opportunities to promote children's sense of direction. There are many apps and digital games that actively support spatial thinking and navigation skills. Tools such as Google Earth or interactive maps enable children to go on virtual journeys and make orientation easier, as reading an analogue map is no longer absolutely necessary to find your way around new environments.

And how can parents ensure that their children explore the real world first and foremost?

The frequent use of digital media is known to have negative effects. Children who orientate themselves predominantly in the digital world tend to spend less time physically moving and exploring their real environment. This can affect the development of their sense of direction. It is therefore important to use digital media and technologies in a targeted and moderate way. Digital media should be seen as a valuable addition to, but not a substitute for, orientation in the real world.