Miguel Castro


In this paper, we present a pedagogical experience with future teachers of the 1st Cycle of Basic Education and kindergarten, with the objective of introducing spatial and geographical concepts in their levels of education. We have based our practice on Kieran Egan's stages of children cognitive development, and on a spatial approach, which states that relationships between space and man are established when positive experiences occur in them. The significant experiences that happen in a given location allow the understanding of the geographic reality and of the concepts and contents of this science. The experiment was structured in two phases. In the first one, the future education professionals carried out activities as if they were the pupils. The activities took advantage of local resources (both material and immaterial), such as historical heritage sites. In those places, the students felt the difficulties that the children might have in the activities. Thus, the future teachers could adapt their activities to the age level they would work with. In a second moment, in professional practice, the students carried out some of the activities that aim at the understanding of space through significant experiences in the places where the pupils went: games and activities oriented to interiorize the geographical contents. The success of these experiences is presented and the results are discussed and sustained through the testimonies of the teachers and pupils.


Article visualizations:

Hit counter



geography; significant experiences; space / child affective relations; early childhood education and 1st cycle of basic education

Full Text:



Assessment of Key Competences in initial education and training: Policy Guidance. (2012) Strasbourg. European Commission.

Benko George (1999). A Ciência Regional. Oeiras. Celta.

Carvalho, Graça Simões de; Freitas, Mª Luísa (2010). Metodologia do Estudo do Meio. Porto. Plural Editores

Dominique Simone Rychen, Laura Hersh Salganik, Mary Elizabeth McLaughlin. (2002). Definition and Selection of Key Competencies. Contributions to the Second DeSeCo Symposium. Geneve. UNESCO

D.S. Rychen and L.H. Salganik (2003). Key competencies for a successful life and a well-functioning society. Paris. OECD Publishing.

Education 2030. Incheon Declaration and Framework for Action. (2016) Paris. UNESCO.

Egan, Kieran (1990). Estádios da Compreensão Histórica. Portalegre. ESEP.

Egan, Kieran (1992). O desenvolvimento educacional. Lisboa. D. Quixote.

Ferreira, C. (2000). As finalidades da educação geográfica no Ensino Básico. Lisboa. GeoINova.

Hubbard, P.; Kitchin, R.; Bartley, B.; Fuller, D. (2002). Thinking Geographically. London: Continuum.

Low-Performing Students: Why They Fall Behind and How to Help Them Succeed. (2016). Paris. PISA, OECD Publishing.

Máximo-Esteves, L. (2008). Visão panorâmica da Investigação-Ação. Porto. Porto Editora.

Piaget, Jean (1968). Six Psycological Studies. Nova Iorque. Random House.

Plans, P. (1996). Didática da Geografia. Porto. Livraria Civilização.

Ray McGhee and Sara Dexter (2002). Small School, Big Results: Leveraging Technology and Project-Based Learning in a High School”. Paris. OECD Publishing.

Schools in Action. Global Citizens for Sustainable Development. A Guide for Teachers. (2016). Paris. UNESCO.

Silva Isabel Lopes da et al (coord.) (2016).Orientações Curriculares para a Educação Pré-Escolar. Lisboa. Ministério da Educação.

Tuan, Yi-Fu (1980). Topofilia. São Paulo. Difel.

Tuan, Yi-Fu (1983). Espaço e lugar: a perspetiva da experiência. São Paulo. Difel.

Vilelas, J. (2009). Investigação. O processo de construção do conhecimento. Lisboa. Sílabo.

DOI: http://dx.doi.org/10.46827/ejes.v0i0.1890


  • There are currently no refbacks.

Copyright (c) 2018 Miguel Castro

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).