3-D mind maps:

Placing young children in the

centre ot their own learning
By Christine Howitt

Three-dimensional mind maps are a highly effective fool for providing engaging, kinaesfhefic
and sensory experiences for young chiidren, wifh reai objecfs used fo promofe fhe sharing
of knowledge and fhe creafion of connecfions. The use of reai objects aiiows chiidren fhe
opporfunify fo connecf wifh fhose objecfs af a personai ievei, fhus piacing fhe chiidren af fhe
cenfre of fheir own iearning, bofh menfaüy and physicoiiy. This paper describes fwo procedures
for deveioping 3-D mind maps with chiidren in eariy chiidhood: fhe firsf wifh an empiiasis on
chiidren's drawings and fhe second wifh an emphasis on chiidren's ideas. Each procedure is
iiiusfrafed wifh a specific exampie and supporfed by phofographs highiighfing flie process. The
roie of fhe feacher, aiong with the advantages and iimifations associafed wifh using 3-D mind
maps, are aiso discussed.

MIND MAPS would be to use a three-dimensional (3-D) mind

Mind maps have been a highly effecfive fool for
teaching and learning in both primary and secondan/
schools for many years. A mind map is a spider
web-like visual representafion of knowledge. If is based
around a central idea, subject, concept or image,
with radiating branches or connections that highlight
further major or minor ideas (Buzan & Abbott, 2005).
It is these branches that show relationships between
ideas, and if is from these relafionships fhat fhe central
idea derives meaning (Novak, 1996). Hence, it is the
visual layout of the mind map that helps to make
specific ideas clearer and more understandable to the
individual(s) wha produced the map.
Mind maps allow individuals to express their own
personal understandings and generate their own
description of an idea. Aparf from fheir main function
as a tool to represent knowledge structures, mind maps
have also been used fo facilitate meaningful learning,
identify alternative conceptions, evaluate learning,
tacilitate cooperative learning, and design instructional
materials (Novak, 1996).
According to Buzan and Abbott (2005), the two most
important elements of developing mind maps are
imagination and assoclafian. Imaginafion allows the
individual developing the mind map to make it more
interesting, thereby making ideas easier to remember.
Exaggeration, laughter, senses, colour, rhythm and
positive thinking are all components of imaginafion.
Associafion relafes to making connecfions befween
what the individual knows in a manner that triggers the
memory. Mechanisms for making associafions include
looking for pafferns, numbering informafion, and the
use of symbols and picfures.
3'D MIND MAPS
Typically, two-dimensional (2-D) mind maps are
recorded in written form, such as on paper or a
compufer. This requires cerfain liferacy skills which very
young children do not yet possess. While it is possible for
an adult fo record information info a 2-D mind map for
such young children, a more practical approach
map. Three-dimensional mind maps provide a more
engaging, kinaesthetic and sensory experience for
younger children, with real objects used to promote
the sharing of knowledge and the creation of
connections (Warden, 2006).
Due to the use of real objects, the term '3-D mind
map' has been coined to distinguish it from fhe more
traditional 2-D mind map. The power of the 3-D mind
map lies in the use of real objects (or images) rather
than words (Buzan & Buzan, 2003), thus allowing young
chiidren the opportunity to connect with the object
at a personal level.
USING 3-D MIND MAPS
The process of using 3-D mind maps is differenf to that
for 2-D mind maps, due to its emphasis on real objects.
Two procedures are presented for using 3-D mind
maps, both of which have been adapted from Buzan
and Buzan (2003) and Call and Featherstone [2003). The
first has an emphasis on children's drawings, while the
second has an emphasis on children's ideas. Each of
fhese procedures is described in furn, illustrated with a
different example, and supported by photographs. The
firsf example relafes to the concept oi^ cleanliness and
finding ouf whaf young children know about cleaning
themselves. The second example relates to discovering
what young children know about water. The emphasis
of these examples is for children in fhe early chilcihood
years, although 3-D mind maps can easily be used
with alder children.
DEVELOPING 3-D MIND MAPS WITH AN
EMPHASIS ON CHILDREN'S DRAWINGS
There are six basic steps involved in developing
3-D mind maps with an emphasis on children's
drawings; preparation, setting the scene, drawing
children's knowledge, creating connections,
connecting with real objects, and revisiting the
mind map. Each of these steps is described below
in relatian to the topic of cleanliness.

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step 1. Preparation
Establish a focus object and focus question. Gather a
range of objecfs (or images) fhaf relote to the focus
objecf and quesfion, and fo fhe children's interests.
Exannple focus object: a life-like doll
Example focus quesfion: What do you know about
cleaning your body?
Example range of objects: soap, flannel, shampoo,
nailbrush, fissues, cotton buds, baby wipes, toilet paper,
nail polish remover, bubble bath, hair brush.
Step 2. Setting the scene
Gather the children on the floor in a circle or semi-
circle. This is best done in small groups of children rather
than with the whole class. Introduce fhe topic by asking
the focus quesfion. Place fhe focus objecf in fhe cenfre
of fhe floor (or on fhe cenfre of a large black circular
maf. or an appropriafely coloured sheet).
Example: The topic of cleanliness is infroduced. the
focus quesfion asked, and fhe doll is piaced in the
centre ot the circle to represent the human body.
Alternatively, a picture ot a human body could be
used as the focus object.
Volume SS \ Number 2 \ june 2009
Har\ds Or)
Step 3. Drawing children's Icnowledge
Allow the children to draw a picture of their response
to the focus quesfion. or fo find an object in the
classroom to illustrate their response. Annotate any
drawings, ar write the key words on the drawings.
Make sure to include fhe children's name on any
drawings. Aiternafively, a supply of appropriate
pictures could be useful here.
Example: One response could be "I wash my hands
wifh soap". So fhaf child is asked fo draw an outline
of a hand. A second response could be "I clean my
feefh". This child draws a picture of teefh. Also wrife
fhe name of the body part on the drawing, fo help the
children make the connection between their drawing
and the word. Hence, a mind map is developed
around the differenf parts of fhe body that can
be cleaned.
Step 4. Creating connections
Use sfrips of paper or card (or lengths of wool or string,
or chalk) to establish connections between the focus
objecf and what the children have drawn or collected.
Focus words can be written on the paper or card,
along with the name of the child who said them.
Example: In this example repetitive words are used as
connections between the doll and the drawings. These
words are "I clean my". Hence, statements become
"I clean my [picture of] hands".
teachingscience
step 5. Connecfing with real objecfs Step 6. Revisiting the mind map
Pass around the collection of objects fhaf has Once complete, leave the 3-D mind map on display.
previously been prepared. Check that each child has Encourage the chiidren to revisit it and add more
an object. In turn, each child identifies the abject and objects, perhaps brought (with permission!) from home.
places it on the drawing where they think it belongs. The map is highly flexible in nafure. Allow children fo
For example, a toothbrush is placed on the drawing of move parfs of the map around, to remove parts, or to
feefh, or soap is placed on ttie drawing of hands. Can add new parts. Have strips of paper and pens available
the child explain why that object belongs there? Do fa add new connections. The map can also be
they have a story to share about the object? If so, get completely remade with the same or a different
an adult fo wrife fhis sfary down on specially prepared group of children.
pieces of paper in an appropriate shape that relates
to the topic and place it next to the child's object. Record fhe mind map by taking photographs either
Encourage the children to move around as they build during the process (to demonstrate the children's
the mind map and to talk about what they are doing. thinking) or at the end (to illustrate achievement).
Display these photographs for children to see
The placement of an objecf on on unexpecfed or and discuss.
unconnected pathway wiii lead to discussion amongst
the children. This discussion is an integral part of Example: Photographs were taken of fhe end product,
children's learning. A child may decide fhey want to and placed on display for discussion.
make a new connection, so let them. A child may
decide that ane abject belongs on more than one
picture, so discuss the possible ways in which this could
be achieved (such as obtaining more of fhe objecf,
using photographs of the object, writing the name of
the object, or cutting up the object).
Example: One child may place the soap on the picture
of the hahds. Another child, who has been given a
nailbrush, may wish fo add a picture of fingernails to
the mind map. The class may discuss the best way to
do this, and decide to add fingernails fo fhe picfure
ot the hands. This second child could tell a story about
the nailbrush, which is written down on paper and
added to the mind map. A third child may think that
soap belongs everywhere on the body, and wants to
chop the soap into pieces and place some on each
picture. The class may discuss this and agree that the
word soap should be written oh a piece of paper and
placed on each drawing, rafher fhan cutting up the
soap. There may be discussion about whether soap
should be placed with fhe picfure of fhe eyes, as
many children may remember problems wifh
gefting soap in their eyes. DEVELOPING 3-D MIND MAPS WITH AN
EMPHASIS ON CHILDREN'S IDEAS
There are five basic sfeps involved in developing 3-D
mind maps with an emphasis on children's ideas:
preparation, setting the scene, sharing children's ideas,
connecting with real objects, and revisiting the mind
map. Some of these steps are similar to those presented
above. Each ot these steps is described below in
relation to the topic of water.

Step 1. Preparation
Establish a focus object and focus question. Gather
a range of objects (or images) that relate to the focus
objecf and question, and to the children's interests.
Example focus objecf: a botfle of water
Example focus question: What do you know
about water?
Example range of objects: a range of bafh foys, cup,
straw, bubble bath, umbrella, gumboofs, raincoat,
swimming goggles, children's flotafion devices, dish
mop, plug.

Step 2. Setting the scene

Gafher fhe children on the floor in a circle or semi-
circle. Infroduce the topic by asking the focus quesfion.
Place the focus object in fhe cenfre of the floor.
Example: The fopic of water ¡s introduced, the focus
question asked, and fhe baffle of wafer is placed in fhe
cenfre of the circle.

teachingscience Volume 55 \ Number 2 \ June 2009

 Hands On
step 3: Sharing children's ideas
Record the children's responses on strips of paper.
Make sure to include the children's name with
their response.
Example: The children could give answers such as
"have a bath in it", "swim in it", "drink it", "wash the
dishes", "jump in puddles" or "wash the dog". These
responses are written on strips ot paper and placed
around the bottle ot water.

Step 4. Connecting with reai objects

Each child is given one of the collected objects and
places it at the end of the appropriate strip. Depending
on the object, a child may decide they wish to add a
new strip. Any stones that the children wish to tell about
the object they are holding could be written on blue
paper in the shape of a water drop.
Example: Along the 'wash the dishes' pathway there
could be a dish mop. as well as a story.

Step 5. Revisiting the mind map

Once complete, leave the 3-D mind map on display.
Encourage the children to revisit it and add more
objecfs, especially objecfs broughf (wifh permission!)
from home.
Example: Photographs were taken of the end product,
and placed on display for discussion.

Volume SS ] Number 2 | June 2009 teachingscience

THE ROLE OF THE TEACHER
The role of the teacher in developing mind maps is
that ot a facilitator and an observer. As a facilitator
the teacher provides the opportunity for the children
to construct the map, and collects the equipment
necessary fo do so. The teacher also develops
the focus quesfion and provides an appropriate
focus object.
However, the role of observer is more important. In
this role, the feacher lisfens to what the children have
to say and records this informafion as accurafely as
possible. As noted by Warden (2006), the teacher also
provides affirmation for the young child, in terms of
acfive lisfening. The teacher may a!so need fo fake
on the role of questioner as some children may require
additional open-ended questions to encourage them
to start sharing their experiences.
ADVANTAGES OF 3-D MIND MAPS
Three-dimensional mind maps place the child at
the centre of their own learning, both mentally and
physically, allowing the child to literally be a part of that
mind map. The highly manipulative aspects of fhe mind
map also encourage engagement and participation.
Three-dimensional mind maps clearly support the fwo
mosf imporfanf elemenfs of developing mind maps:
imagination and association. The use of concrefe
objects allows for active involvement of fhe children
in their own learning that Is based upon a full sensory
experience. Such an approach readily supports
kinaesthetic and visual learners. Handling objects can
stimulate children to think, assist them to connect with
prior experiences, and encourage them to present
their views and ideas (Warden, 2006). Individuality and
creativity are encauraged as children draw their own
pictures, find their own objects, and share their own
experiences and stories.
Using 3-D mind maps in a group situation supports a
socio-cultural approach to teaching and learning.
This approach acknowledges that children do not
learn in isolation, but rather through the many
interactions they have with other children, their
parents and their teachers, as well as the wider social
and cultural contexts they experience ¡Robbins, 2005].
The 3-D mind map allows children to make connections
between the discussion in the classroom and their lives
outside the classroom [warden, 2006), thus connecting
prior information with new informafion. These
connecfions also help children to retain the
information more effectively.
Due to the highly visual nature of fhe 3-D mind maps,
reflecfion and discussion are bofh encouraged. Any
af fhe objecfs placed in fhe mop can become a
falking point. Children can revisit the maps at any time,
discussing any components they find relevant.
Three-dimensional mind maps have na one correct
answer. The map is not confined to any one size, and
items can be added or removed as required. Children
should be encouraged to bring in objects from home
to extend the map,
Three-dimensional mind maps can also be used to
determine and support children's interests. Through
the use of fhe map, it may become apparent that the
chiidren have become interested in a specific fopic,
which can fhen be explored in more detail.
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LIMITATIONS OF 3-D MIND MAPS
Limitations of the 3-D mind map relate to the
preparation required, and having enough space
to work on and display the mind map. Preparation
involves determining an appropriate focus quesfion
and focus objecf. If also involves collecting a range
of objects that connect with the topic, will encourage
children to talk and think, and relate to the children's
interests. Appropriate space must be allocated in order
to set up the 3-D mind map. The best place to do this is
on the floor, but a table could also be used. The mind
map could then be transferred to an accessible corner
once complete, so the children can readily revisit it.
CONCLUSION
Three-dimensional mind maps are a highly effective
tool tor providing engaging, kinaesthetic and sensory
experiences tor young children, wifh real objects used
to promote the sharing ot knowledge and the creation
ot connections. The use of real abjecfs allows children
fhe opportunity to connect with those objects at a
personal level, placing the children at the centre of
fheir own learning, both mentally and physically. The
highiy visual nature ot the 3-D mind maps encourages
discussion, with any of the objects placed In the map
becoming potential falking poinfs. Three-dimensional
mind maps are highly flexible, allow items fo be added
or removed as needed, and have no one correct
answer. All these attributes make 3-D mind maps
a highiy effective tool for establishing meaningful
connections in the early childhood classroom.
REFERENCES
Buzan, T. & Abbott, S. (2005). Mind maps for kids: Max your
memory and concentration. London; Thorsons.
Buzan, T & Buzon, B. [2003). The Mind Map Book. London;
BBC Books.
Call, N. & Featherstone, S. [2003). Thinking child: Brain-based
¡earning for fhe foundofion stage. London: Continuum
International Publishing Group.
Novak, J. D. (1996). Concept mapping: A tool tor improving
science teaching and learning. In D. F. Treagust, R. Duit & B. J.
Froser (Eds.). Improving leaching and learning in science and
mothemofics. New York: Teachers College Press.
Robbins, J. (2005). 'Brown paper packages'? A sociocufturol
perspective on young children's ideas in science. Research in
Science Educafion. 35(2), 151-172.
Worden, C. (2006). Talking and Thinking Floorbooks.
Perthshire: Mindstretchers. | 3
ABOUT THE AUTHOR:
Dr Christine Howitt is a Science Education Lecturer
in the Science and Mathematics Education Centre
at Curtin University of Technology. She has faughf
science educafion fo early childhood pre-service
teachers for seven years.
Volume 55 | Number 2 \ june 2009