A Research On The Topological And Euclidean Spatial Cognition Of Preschool Children

This research will be based on Piaget’s theory of topological first and Chen Lin’s theory of topological perception, to explore the characteristics of the spatial cognitive development of preschool children’s topological and Euclidean geometry. And put forward three hypotheses: 1.preschool children of geometry topology of spatial cognition as early as in Euclidean space cognition; 2.The key age of preschool children’s geometry topology cognitive transition to Euclidean cognitive 4 years old; 3. children on a variety of topological spatial cognitive early on Euclidean space cognition, preschool children of geometry topology of cognitive space and Euclidean space cognition in process of gradual development.In Experiment 1, with duplicate tasks and provides materials for preschool children according to the painting, materials provided by a total of 25 geometry, contains six properties of topology: internal and external relations, open and closed, hole of a number, adjacent relations, separation and order relations; Euclidean two properties: angle and distance. It is found that the spatial cognition of preschool children’s topological spatial cognition is earlier than that of Euclidean space.In Experiment 2, the shape similarity classification task is used to provide the similarity of the graph groups, so that the children classify the figures. The topological properties include: internal and external relations, open and closed, the number of holes, and the adjacent relation. It is found that children will be given priority according to the topological classification of graphs, and 4 years is the critical period for children to transition from topological development to Euclidean.Experiment 3 was a shape similarity judgment task, judgement of in-depth study of children of various properties of the topological priority development, contains the topology: internal and external relations, open and closed, hole number, adjacent relations; Euclidean shape. It was found that the children were not in the spatial cognition of the Euclidean space, and the early children were in the sensitive area of the fine things.Based on the above results, we can draw a conclusion: the characteristics of cognitive development of preschool children of 2-5 years old on the geometry of space is topological in preference to Euclidean, preschool children of 2-5 years old of geometry topology of cognitive space and Euclidean space cognition are in a process of gradual development; 4 years old is children from topology development transition to Euclidean critical period; 2-3 years old preschool children in the sensitive period of the fine things.