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This paper provides an overview of children’s development of spatial navigation within vista space and wayfinding space. The four basic types of spatial coding appear during the first two years of a child’s life. Response learning decreases, whereas the child increasingly relies on cue learning and place learning. Spatial navigation skills then gradually increase as a result of brain maturation, the child’s experiences, and his or her development of symbolic capacities. This development is continuous rather than stage-like (increased precision in spatial coding and increased coordination among the coding systems). Active exploration of the environment plays a key role in this development.