Exploring the transition from domicentric to heterocentric environments: Children’s cognitive thresholds in urban spaces

Using the cognitive mapping method, this research examines the spatial and cognitive factors shaping children’s perceptions of the journey from home to school and interprets the results from the perspective of the architectural discipline. Conducted with 52 first-grade students (22 girls, 30 boys) from a primary school in Istanbul, it analyzes children’s drawings through mapping typologies and Kevin Lynch’s five elements-paths, edges, districts, nodes and landmarks (1960). Drawing on Piaget’s theory of cognitive development (1954) and Hart & Moore’s concept of spatial thresholds (1973), the method integrates qualitative interpretation of drawings with quantitative Pearson’s chi-square testing, situating the study within broader research on mobility, gender, and environmental perception. Three mapping typologies were identified: scattered, linked, and patterned. Most children produced scattered maps, suggesting fragmented spatial understanding, whereas those living closer to school included more paths in their drawings, highlighting the role of proximity in spatial perception. Some gender-related patterns were observed within this sample (n=52) for example, relatively more structured maps among some girls and more scattered layouts among some boys. Given the small sample and the limited power of Pearson’s chi-square tests with sparse categories, these should be treated as exploratory, sample-specific tendencies rather than generalizable effects. Beyond these statistical tendencies, the analysis of developmental thresholds revealed that, most children demonstrated emergent heterocentric spatial perception features at 6–7 years (within the domicentric stage, early signs only), corresponding to meso-environments, with fewer displaying egocentric (micro-environment) or Euclidean (macro-environment) perspectives. Given that the sample is 6–7 years old, heterocentric indicators are interpreted as early/emergent features rather than full stage attainment. These results highlight the transition from domicentric to heterocentric spatial understanding. Ultimately, the study provides insights into the interplay of spatial cognition, gender, and proximity in shaping children’s maps, offering practical implications for designing child-oriented urban and architectural environments that foster spatial understanding and cognitive development.

Keywords: Cognitive development, cognitive mapping typologies, spatial and urban perception, primary school children, child-centered environment.