ABSTRACT
Some commentators have found it helpful to emphasise the differences between these positions, others to emphasise the similarities. Piagetian approaches have been especially influential in studies on children and maps whereas, although both Vygotskyan and information processing perspectives are well established in relation to children’s learning, relatively few studies have yet adopted these theoretical positions as explanatory frameworks for children’s cartographic thinking. This chapter summarises each theory and critically reviews its contribution to the field.
