Techniques for encouraging young children to discover the purpose and use of maps are discussed. Motor activity and topological studies form a base from which the teacher and children can build a mapping program of progressive sophistication. Concepts important to mapping include boundaries, regions, exteriors, interiors, holes, order, point of reference, direction, and area. Beginning mapping activities should stress concrete physical relationships which the young child is able to conceptualize. Teachers should initiate mapping experience with young children by providing motor experiences inside and outside the classroom. These experiences can be followed by a transition in mapping experiences which moves from work with photographs and three-dimensional miniatures and models, to two-dimensional paper, and finally to lines. Microcomputers can add experience for children in a variety of ways, ranging from simple games using the area of squares to the construction of complex microworlds. Maps and globes must be present in the classroom and need to be referred to frequently. (RM)