Using Maps and Map Activities in EYFS/Preschool

Why Maps Matter in Early Years

Maps are powerful tools that help children make sense of their world, maybe I’m biased after working for two years at Ordnance Survey after uni. Far from being abstract concepts beyond young children’s understanding, simplified maps and spatial representations are accessible and engaging for children in the EYFS. Through map activities, children develop crucial spatial awareness, problem-solving skills, and an early understanding of representation and symbolism.

Maps connect directly to children’s natural curiosity about places and their desire to explore. Whether plotting a journey across the playground, creating a treasure map, or discussing where they live, map activities build on children’s innate desire to make sense of their environment and their place within it.

“Young children are naturally spatial thinkers, constantly negotiating their way through physical environments. Map activities harness this natural capacity and extend it into symbolic understanding.”

Developmental Benefits of Map Activities

Children gain tremendous developmental advantages through map-based learning experiences across multiple domains:

Cognitive Development When children work with maps, they develop spatial reasoning as they begin to understand relationships between objects in space. This representational thinking—grasping that symbols can stand for real objects—forms the foundation for later literacy and mathematical concepts. Memory development flourishes as they recall routes and locations, while problem-solving skills strengthen through planning routes and navigating obstacles. As they categorize features on maps like water, land, and buildings, their classification abilities grow.

Physical Development Map activities naturally incorporate fine motor skills through drawing maps, placing markers, and tracing routes with fingers. Children engage their gross motor skills when following maps around outdoor spaces, moving their bodies according to directional instructions. Through these experiences, they refine their spatial awareness, developing a clearer understanding of their bodies in relation to surroundings. The concept development of directional terms like left, right, up, and down becomes embodied through physical map exploration.

Personal, Social and Emotional Development Successfully navigating with a map builds confidence in young children, giving them tangible evidence of their growing competence. Map projects often involve collaboration, whether creating a large classroom map together or working in pairs to follow directions. Maps can foster independence, allowing children to navigate spaces without constant adult direction. Familiarity with surroundings through map work contributes to emotional security, particularly during transitions or when exploring new environments.

Links to EYFS Framework

Map activities support multiple areas of learning within the EYFS framework in rich and interconnected ways:

Communication and Language Map work naturally enhances vocabulary related to position, direction, and features of environments. When children describe routes or journeys using maps, they practice descriptive language in meaningful contexts. Following directions with map support encourages active listening skills. Consider how a simple treasure hunt requires children to process verbal instructions while referencing visual information—a sophisticated skill combining multiple modes of communication.

Physical Development The physical aspects of map use span both fine and gross motor skill development. When children draw maps or place markers, they refine their fine motor control. Map-based treasure hunts and exploration activities encourage whole-body movement, supporting gross motor development. These activities also enhance body awareness as children physically navigate spaces according to map guidance, adjusting their movements based on spatial information.

Personal, Social and Emotional Development Successfully reading and following maps builds confidence through concrete achievements. When children master the challenge of navigating from one point to another using a map, their sense of competence grows. Cooperative map projects foster social skills as children negotiate, share ideas, and work toward common goals. The problem-solving inherent in map use also develops resilience, as children encounter obstacles and discover alternative routes or solutions.

Mathematics Maps provide authentic contexts for mathematical thinking. Positional language (over, under, beside) and directional concepts (forward, backward, left, right) become concrete rather than abstract. Children develop early measurement concepts through map use, comparing distances and using terms like near, far, closer, and further with real meaning. They also recognize patterns in routes and pathways, strengthening their mathematical thinking in spatial contexts.

Understanding the World Through map activities, children develop geographical awareness by exploring both local environments and representations of distant places. They learn to recognize features of different landscapes and understand the distinction between human-made and natural elements. This foundational geographical knowledge helps children make sense of their place in the wider world and builds curiosity about diverse environments.

Expressive Arts and Design Creating imaginative maps allows children to represent their understanding through artistic expression. When they depict real places through drawing or model-making, they practice selective representation and symbolism. Using different materials to create textured maps encourages creative thinking about how to represent various features, combining artistic choices with geographical understanding.

Types of Maps for EYFS

Young children benefit from exposure to various map types that progress in complexity and abstraction:

• Picture Maps These simple bird’s-eye views with pictures are great for young children. Practitioners can make picture maps using photos of the classroom organized in a map style, helping children see familiar spaces in a new way. Illustrated story maps that show characters’ journeys connect mapping to reading experiences, making ideas easier to understand through stories.
• Sensory Maps Using different senses helps children learn about maps. Textured maps use materials like sandpaper for beaches, fabric for grass, and cardboard for mountains. Some maps include scents for different areas or sounds for specific locations. These methods are especially helpful for younger children and those with special needs.
• 3D Models and Small World Setups Before children can understand the abstract bird’s-eye view of traditional maps, three-dimensional representations provide a bridge. Table-top arrangements of the classroom or playground help children connect the real environment with its representation. Small world play setups with roads, buildings, and landscape features incorporate mapping concepts into familiar play contexts. Block constructions representing real or imaginary places allow children to physically manipulate the “map” as they develop understanding.
• Environmental Maps Familiar environments create essential mapping contexts for young children. Classroom layout maps aid navigation, while playground maps highlight key features of outdoor experiences. Maps showing school routes support transitions and increase confidence in exploring. Local maps with familiar landmarks enhance spatial awareness and connect to their experiences.

Progressive Map Activities by Age/Stage

Map Activities in EYFS by Age Group

Age Group	Level of Understanding	Mathematics Activities	Literacy Activities	Key Vocabulary
2-3 Years	Beginning to understand that symbols can represent real things; developing awareness of position and location.	– Simple positional games (placing toys on, under, beside objects) – Following simple paths from one point to another – Matching identical shapes and objects	– Picture-based treasure hunts – Matching photographs to real locations – Looking at picture books with simple maps	– On, under, next to, beside – Up, down – In, out – Here, there
3-4 Years	Developing more sophisticated understanding of representation; beginning to connect 3D spaces with 2D representations.	– Creating classroom maps with photographs – Basic route planning with simple obstacles – Discussing near and far, big and small – Counting steps on a route	– Creating story maps of familiar narratives – Following pictorial instructions – Sequencing journey events – Describing routes verbally	– Forward, backward – Over, under, through – Between, around – Near, far – First, next, then
4-5 Years	Able to create and use more sophisticated maps; beginning to understand map conventions and symbolic representation.	– Creating maps with simple coordinate systems – Measuring distances using non-standard units – Using directional language to navigate – Problem-solving alternative routes	– Drawing maps with labels and simple keys – Journey sticks for sequential storytelling – Writing/dictating directions – Creating illustrated guide books	– Left, right – North, south, east, west – Symbol, key, legend – Route, path, journey – Map, plan, birds-eye view

Inclusion: Creating an Enabling Environment

Thoughtful provision supports children’s engagement with mapping concepts:

Physical Resources

A dedicated map table or area provides focus for mapping activities, offering space for various maps and tools that children can access independently. This might include different styles of maps, simple drawing tools, and small world materials for creating environments. An outdoor mapping station with weather-proof maps and materials extends these experiences into the natural environment, where children can directly connect representations with larger spaces.

A well-stocked map library exposes children to diverse mapping styles. Including picture books with maps alongside traditional atlases and globes helps them see mapping as functional and story-driven. Abundant materials for map-making, like different papers, markers, and natural items, encourage creativity. Technology, such as tablets with mapping apps and cameras for documentation, bridges traditional and digital mapping approaches.

Embedding Maps in Continuous Provision

Rather than treating mapping as an isolated activity, skilful practitioners embed mapping opportunities throughout the enabling environment. In the construction area, materials for creating three-dimensional maps allow children to build environments and discuss spatial relationships. The small world area can include props specifically chosen for creating landscape features, encouraging children to narrate journeys through these spaces.

The mark-making area benefits from templates and examples of different maps, inspiring children to create their own representations. Role play areas can incorporate maps related to current themes—pirate maps for an adventure theme, rescue maps for a people-who-help-us focus, or shopping route maps for a retail role play. Outdoor areas offer space for larger-scale mapping, whether through chalked maps on playground surfaces or natural material maps created with stones, sticks, and other found objects.

Assessment Opportunities

Mapping activities provide rich opportunities for meaningful assessment across multiple areas of learning:

Observation Focus Points

When observing EYFS/Preschool children engaged with maps, practitioners should note several key indicators of developing understanding. Pay attention to children’s use of positional and directional language. Are they accurately describing locations and movements using terms like “beside,” “between,” or “behind”? Notice their understanding of symbolic representation by observing whether they can connect elements on a map with real features in the environment.

Children’s ability to follow routes on simple maps demonstrates their developing spatial cognition. Watch for increasing precision as they trace paths with fingers or move their bodies according to map guidance. The capacity to create maps with increasing detail shows progression in both spatial understanding and representational thinking. Over time, children typically incorporate more features, show greater accuracy in relative positioning, and begin to use more conventional symbols.

The application of spatial concepts in play reveals how deeply children have internalised mapping principles. Look for spontaneous map use in role play, construction, or small world activities as evidence that children are independently applying their understanding.

Supporting Children with Additional Needs

Inclusive map activities ensure all children can access these valuable learning experiences:

Visual Impairments

Children with visual impairments benefit from tactile approaches to mapping. Create raised-feature maps using string, corrugated card, and textured materials to represent different elements. These tactile maps provide spatial information through touch rather than sight. Sound-based mapping activities, where different locations are associated with distinctive sounds, offer another alternative approach.

Partner systems for collaborative navigation pair children with different strengths, allowing peer support while building social connections. When creating visual maps for children with partial sight, use high-contrast designs with bold features and clear color differentiation. Simplify maps to include only essential information, reducing visual complexity.

Physical Disabilities

Accessible mapping stations positioned at appropriate heights ensure children using wheelchairs or with other mobility needs can participate fully. Consider desk-mounted options or adjustable-height surfaces that accommodate different physical requirements. Provide adapted tools for map creation, such as chunky handles on drawing implements, stabilized papers, or digital alternatives that require minimal fine motor control.

When planning mapping activities that involve movement around the setting, ensure routes are accessible to all children, with alternatives provided where needed. Support staff should be trained in facilitating inclusive map activities, understanding when to offer assistance and when to promote independence.

Communication Difficulties

Children with communication challenges benefit from visual supports alongside verbal instructions. Picture sequences showing map-reading steps or symbol cards representing directional concepts provide additional communication channels. Simplified map designs focusing on key features reduce cognitive load and help children focus on essential information.

Allow additional time for processing map concepts, recognizing that some children may need extended opportunities to connect representations with real environments. Begin with highly familiar contexts to build confidence before expanding to less familiar environments. Use consistent language and symbols across different mapping activities to reinforce understanding.

Case Studies and Success Stories

The journey began when practitioners noticed children’s fascination with delivery vans visiting nearby shops. Rather than planning a predetermined topic on transport, staff followed the children’s interest by facilitating discussions about where the vans might be going and what they were delivering.

A small group outing to observe local shops evolved into an extended project mapping community services. Children took photographs of shops, the post office, fire station, and park, then worked together to decide how these places related to each other spatially. Using a large floor map as a base, children created symbols for different buildings and placed them in relative positions.

“What surprised us was how quickly children grasped the concept of bird’s-eye perspective,” noted lead practitioner Jamie Torres. “Once we showed them photographs taken from the nursery roof, they began to understand how buildings look different from above.”

Parents reported children spontaneously identifying landmarks when traveling locally, using increasingly sophisticated language around distance and position. Mathematical language development was an unexpected benefit, with children comparing distances and using terms like “further than” and “between” in everyday conversations.

The project culminated in a community exhibition where children guided parents around a large-scale floor map they had created together. Local businesses contributed photographs and artifacts, strengthening community connections while validating children’s learning.

Case Study 2: Story Mapping

Using the classic story “Rosie’s Walk” as a starting point, practitioners developed a series of mapping activities that combined literacy and spatial understanding. Children began by retelling the story using small world props, physically moving the chicken character around obstacles as described in the text.

As their understanding developed, children transitioned to creating two-dimensional representations of Rosie’s journey. Initial attempts showed limited spatial awareness, with obstacles placed randomly on the page. Through careful scaffolding and repeated story readings with physical movement, children gradually developed more accurate representations showing the sequence and relative positions of the mill, pond, and haystack.

The activity extended outdoors when children spontaneously began creating their own obstacle courses based on the story map. Using large playground equipment, children reconstructed Rosie’s journey at human scale, adding their own obstacles and narrating their movements using positional language from the story.

“We observed significant improvement in both positional language and sequencing abilities,” reported setting manager Priya Ahmed. “Children who had struggled with retelling stories in sequence were using the spatial journey as a memory aid, showing how physical and spatial experiences support literacy development.”

Parents were invited to an afternoon session where children led them through the obstacle course “map” while reciting the story. Take-home story mapping kits extended the learning, with several parents reporting that children had created maps for other favorite stories independently.

Resources and Materials

Books for Children

“Me on the Map“ by Joan Sweeney offers an accessible introduction to mapping concepts through a young child’s exploration of their place in increasingly wider contexts—from room to world. The personal perspective makes abstract concepts relatable for young children.

“As the Crow Flies: A First Book of Maps“ by Gail Hartman compares human journeys with how different animals might travel, introducing alternative perspectives on the same landscape. The concept of different routes to the same destination builds flexible spatial thinking.

“My Map Book” by Sara Fanelli explores mapping from a child’s viewpoint, mapping not just places but emotions and experiences. The playful illustrations demonstrate that maps can represent abstract concepts as well as physical spaces.

“Henry’s Map” by David Elliot tells the story of a farm pig who creates a map of his surroundings, discovering the importance of accurate representation through humorous misadventures. The narrative format engages children while introducing mapping principles.

“Follow That Map!” by Scot Ritchie combines a story about finding lost pets with an introduction to map elements like symbols, compass directions, and legends. The search-and-find element engages children actively in map reading.

Professional Reading

“Mapmaking with Children” by David Sobel provides a comprehensive approach to developing spatial literacy from early years through elementary education. Sobel emphasizes beginning with children’s own environments and gradually expanding outward.

“Early Years Geography: How to Teach Map Skills to Young Children” by Claire Martin focuses specifically on geographical understanding in EYFS, with practical guidance for embedding mapping within play-based learning.

“Understanding Early Years Policy” by Peter Baldock, Damien Fitzgerald, and Janet Kay explores how geographical awareness fits within broader early years curriculum frameworks, helping practitioners justify and articulate the value of mapping activities.

“Young Children’s Thinking About Geography” by Claire Mooney and Wendy Garner examines the developmental progression of spatial concepts, providing research-based insights into how young children develop geographical understanding.

FAQs and Troubleshooting

“Children seem confused by the bird’s-eye view concept.”

Bird’s-eye perspective is indeed challenging for young children who typically experience the world from ground level. Start with photograph mapping from the child’s perspective, gradually introducing elevated views. Take photographs from different heights—ground level, standing on a chair, from a window—to show how perspective changes. If possible, use technology like drones to capture aerial images of familiar places, or take children to elevated positions where they can safely observe spaces from above.

Create transitional maps that combine side-view and top-view perspectives. For example, trees might be shown from the side while paths are shown from above. These mixed-perspective maps, while not geographically accurate, bridge children’s understanding as they move toward conventional map perspectives.

“We have limited outdoor space. How can we still develop mapping skills?”

Spatial understanding can develop in any environment, regardless of size. Focus initially on indoor spaces, mapping the classroom or hall. Add complexity by changing the arrangement of furniture and updating maps accordingly, helping children understand that maps represent current reality rather than fixed arrangements.

Create imaginative maps of story settings, allowing children to explore fictional spaces when physical exploration is limited. Use small world play to develop spatial concepts before applying them to larger environments. Small-scale representations of familiar settings help children grasp mapping principles that transfer to larger contexts.

Consider community connections that might provide access to different environments. Perhaps a local park could be visited regularly, or a nearby school might share facilities occasionally. Even limited outdoor experiences can be maximized through thorough exploration and detailed mapping of available features.

“Some children just want to scribble on maps rather than use them purposefully.”

Recognize that mark-making is an important stage in representational thinking. What may appear as random scribbles often represent meaningful features from the child’s perspective. Ask open questions about their marks, which may reveal sophisticated thinking behind apparently random marks.

Offer structured activities alongside free exploration. While some children benefit from open-ended map creation, others need more defined parameters to develop understanding. Model map use through play, gradually introducing purpose through treasure hunts and games that require map interpretation.

Document children’s evolving mark-making related to maps, looking for progression over time. Early scribbles often develop into more recognizable representations as children’s understanding grows. Sharing this documentation with children helps them reflect on their own learning journey.

“Parents don’t understand the value of map activities.”

Share documentation showing children’s learning through maps, highlighting the multiple skills developed through these activities. Create visual displays connecting mapping activities to different areas of learning, making the educational value explicit.

Hold workshops demonstrating how mapping develops multiple skills from mathematics to literacy to physical development. Involve parents in practical activities similar to those offered to children, allowing them to experience firsthand the thinking required.

Create a display showing progression from simple to more complex understanding, helping parents recognize their child’s achievements within a developmental sequence. Include quotes from children explaining their thinking, making learning visible and valued.

“We don’t have a budget for specialized mapping resources.”

Mapping requires minimal specialist equipment, with many effective resources available at little or no cost. Use recycled materials to create maps—cardboard boxes become 3D landscapes, fabric scraps represent different terrains, and bottle caps make excellent movable markers.

Photograph your setting and print images in black and white for children to color and annotate, creating personalized maps of familiar spaces. Local tourist offices often provide free maps that can be adapted for educational use, while online resources offer printable templates for different mapping activities.

Create simple hand-drawn maps of familiar spaces as starting points for children’s explorations. Involve parents in collecting natural materials that can be used to create ephemeral maps in outdoor areas—stones for buildings, sticks for pathways, leaves for green spaces.

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Maps and mapping activities offer rich, multi-sensory learning experiences for children in EYFS settings. By thoughtfully implementing map-based activities that progress from simple to more complex concepts, practitioners can support development across all areas of learning while nurturing children’s natural curiosity about their world. The foundational spatial skills developed through early mapping experiences create a strong basis for future geographical understanding, mathematical thinking, and environmental awareness.

Through careful observation and documentation of children’s engagement with maps, educators can celebrate the journey of spatial thinking while planning next steps that challenge and extend learning appropriately. When early years settings, families, and communities work together to develop children’s mapping skills, we help young explorers make meaningful connections with their environment and develop the confidence to navigate their world.

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