Shapes and sounds as self-objects in learning geography

Area of Science:

• Child psychology
• Cognitive development
• Educational psychology

Background:

• Children's engagement with maps stems from multiple sources.
• Visual elements like patterns and colors in maps are sources of pleasure.
• The representation of external reality enhances gratification.

Purpose of the Study:

• To explore the origins of pleasure children derive from maps.
• To understand the psychological mechanisms behind map reading enjoyment.
• To investigate the role of self-objects in map engagement.

Main Methods:

• Observational analysis of children's interactions with maps.
• Application of self-psychology concepts (Kohut, 1971).
• Qualitative assessment of children's responses to visual and auditory map elements.

Main Results:

• Children derive pleasure from visual mastery of map configurations and colors.
• Pronouncing geographic names provides phonetic challenges and gratification.
• Both visual and auditory map elements function as "self=objects" for children.
• Enjoyment in sounding out names may link to pre-existing sound associations.

Conclusions:

• Map reading engagement in children is rooted in self-object dynamics.
• Phonetic aspects of map reading, like name pronunciation, can be powerful learning stimulants.
• Humor in name play may surpass visual or cognitive aids in fostering learning.