摘要：Various theories attempt to explain the strategies of navigation used by children under 6 years old, principle amongst which is the use of geometry. The aim of this study was the spatial orientation applied by 3 and 6- year-old children and their use of different geometric frames of reference and the proximal guide. Children use geometry as the theory of the adaptive combination predicts. 20 six-year-old children and 20 threeyear-old children. The experimental study used a circular maze in which the children had to find a hidden object. The children were split into two groups: those who were disoriented with respect to the outer room, and those who were not disoriented. The 3-year-old children need the geometric information of the outer room, the 6-year-old are also able to use the proximal guide and can use the geometry of the experimental enclosure when their learning has made available the geometry of the room. The results support the theory of adaptive combination, rather than the geometric modules. Furthermore, the presence of reliable geometric frames of reference facilitates the use of other types of keys that are not used in their absence.
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