本研究從幼稚園大班兒童對熟悉的大比例尺空間，及表徵該空間的小比例尺空間訊息之處理，探究幼兒的空間表徵。研究對象選自一所公立幼稚園大班共59 名幼兒，使用幼稚園遊戲場模型和地圖進行個別晤談。研究顯示：（1）幼兒主要使用拓樸空間線索，然間或使用投影空間和幾何空間線索處理大比例尺空間訊息；（2）幼兒較能記憶遊具的空間配置型態，較難記憶遊具之間的距離或作比例轉；（3）幼兒主要使用拓樸空間線索處理小比例尺空間訊息，但也使用投影和幾何空間線索；（4）幼兒能瞭解模型與地圖表徵空間之意義；（5）觀點改變影響幼兒的空間訊息處理，在對應位置尋找，模型與地圖方向一致優於不一致；（6）男童對大比例尺空間配置的記憶較女童為佳，而小比例尺空間訊息的處理則無性別差異。

The study was designed to investigate kindergarten children's spatial representation through their reduced spatial representation of a large-scale space that they were familiar with, the playground. Fifty nine children were recruited from a public kindergarten to participate in the study. Each child was interviewed individually twice, using scaled models of equipments and a map of their kindergarten playground to demonstrate their spatial representation of the playground. Results indicated: (a) that kindergarten children displayed more topological relational knowledge than projective and Euclidean relational knowledge when constructing the model of their kindergarten playground; (b) that kindergarten children remembered spatial layout of the playground better than distance between each piece of equipment; (c) that kindergarten children used more typological relational cues than projective and Euclidean relational cues while searching for target locations on small-scale map; (d) that kindergarten children performed significantly better when the map and the model were aligned than unaligned; (e) that boys' memory about the layout of their kindergarten playground was significantly better than that of girls on large-scale representations; but (f) there was no gender differences on small-scale spatial tasks.