Description:
<jats:p>The aim of this study is to investigate cross‐national differences in children's geographical knowledge of Europe. The analyses are based on 300 maps of Europe drawn by 8‐ and 10‐year‐olds from different European countries and regions: northern Italy, southern Italy, England, Scotland, Spain and Switzerland. Based upon place schema theory (Mandler, 1984), each map was scored according to number of drawn countries (inventory information), correctness of spatial location (spatial relation information) and of shape (descriptive information) of drawn countries. The main results were the following: (1) 8‐year‐olds' schematic knowledge of Europe is poorer than that of 10‐year‐olds; (2) the core of children's representation of Europe is given by the knowledge of their own country; (3) the best represented countries are those that are closest to the physical limits of their own country; (4) north Italian children have the best knowledge of Europe, followed by English, Scottish, and south Italian children, Spanish and Swiss children showing least knowledge; (5) teaching programmes do improve 10‐year‐olds' knowledge of the geography of Europe.</jats:p><jats:p><jats:italic>Interuieuw</jats:italic>: “In which European country wouldn't you like to live?”</jats:p><jats:p><jats:italic>Emma (Spanish, 10‐year‐old girl)</jats:italic>: “I couldn't say… because even if better or worse places exist”, I will adapt myself.</jats:p>