ABSTRACT
This chapter focuses on the construction of large-size environment representations and their use in adults and children. We also look at early childhood in an attempt to determine whether we find precursors to these large-size environment representations in the spatial cognition processes used by very young children in their typical home environment. The home environment is both a small- and, in a certain sense, a large-size environment. I shall not go into details here about small-scale space, i.e. about models of the real environment; instead, emphasis will be put on real, everyday situations, although some experimental (even artificial) situations will be mentioned.
