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Shapes and sounds as self-objects in learning geography.

E A Baum

    Child Psychiatry and Human Development
    |January 1, 1978
    PubMed
    Summary
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    Children find joy in map reading through visual patterns and name pronunciation. These elements act as "self=objects," enhancing learning and potentially indicating pre-existing sound associations.

    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.

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    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.