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MAPPING EXERCISE <br />Following the same . <br />iYY••� ' • <br />protocol for each group, . - �� � <br />� <br />we provided 9- and 10- . �'�``+ �..�. ���• <br />year-olds with blank �� � � �' �� <br />pieces of paper and �� A�" � --'� '. <br />� "" <br />several plain, black . ` -� --� � � �' �'' � -� r' ` <br />r <br />;rriT . { <br />pencils. We then read , -'�;�' �� ��� i:� . ,� � - � <br />-,�" �. � <br />instructions asking them ..,. � ��� . . <br />to "draw a map of their <br />neighborhood, between _ � �-,�;, .� <br />home and school, as if �..1. ��` ° �'� A � , - . .._ , _ ' _ ' i <br />they were describing it � �• �� ;; :� . . �'. � � �� ��-�� <br />to someone" (Figure 5). � � �`� '� . - , _ - - ti I � : <br />� �' � . <br />We also asked them to - -� � -� � . � <br />identify ai�.d comment ��•i _. M � _ { � ��` <br />on areas that they ��'��' � � � �� <br />liked, disliked, or felt <br />were dangerous, and - Figure S(above): We <br />to indicate the location Legerid provided 9- and ZO- <br />of their friends' homes � year�-olds with paper� <br />' °'�' �"�"' and pencils and asked <br />and places they like , �.—�� ��ry:�' -�-- „ <br />to play. We gave each � � tliein to draw a map <br />� �''� "� o their nei hborhood, <br />group the same amount � 4'x���V� .f g <br />of time for each task. �,�„�� between home and <br />(For more information ■ �vu„��,„ ScXzoo2•�r <br />on this research, � °����•� <br />contact the author at ��'�"' Figure 6(left): <br /><bappleyard@msn.cam>.) — F'� ���" =�"�=";�'���F We created two <br />In order to highlight �� composite maps, using <br />the children's common �� a legend that rejected <br />themes, we created two _;�'x°=,;;".,'�v'_''�`'' the eler��ents drawn on <br />composite maps, using a �; the maps. <br />legend that would reflect � ; <br />the elements drawn on Frequencyof N�med Roads and Objecls <br />1en�ieCr 7 ���N_��.�....��. <br />the maps (Figure 6). R„tr� �� z <br />The legend designates c,rcle 3 <br />cool colors for positive I� i dst�� � <br />elements (green for � a � � � ' <br />homes of friends and <br />acquaintances, blue for <br />places they like to play), and warm colors for negative elements (red circles for danger, <br />orange circles for dislike, and red squares for automobiles). The more children who <br />drew a particular element, such as a road, the thicker the line on the composite �w�r��." <br />:, <br />