The mental processes transform real space loading it with subjectivity. These subjective readings of space integrate into the sensible data morphological elements in the context of psycho-social factors. Through this integration real space change and is endowed with different signification. This paper focuses on children topographical represenatations of their schools route. The target is to reinforce, with the help of architectural elements, certain aspects of children's mental development in relation to their position, their movement and their orientation in space. The research has been carried out in Thessaloniki in 1991 among 41 children aged 12. Important factors derermining the composition of the sample are sex and the means of tranpostation. Children from different regions of the city were intentionally chosen because the social background as well as the spatial features -both structural and functional- constitute important criteria for the sample's selection in order to be able to study and investigate other phenomena - aims of the broader research project. By addressing schools instead of families, we were also able to gain a faster and easier access, as well as the possibility to receive information on questions of educational method and educational practice, which are included in the independent variables of the broader research framework. By means of a questionnaire we tried to find children's activities in the specific area, not only during their way to schools but also during their free time (areas of play, shopping area, friends' houses, etc.). The methodological tool used for studying the construction of the represented space was the topological representations of the children. More precisely, children were asked to draw the route they follow every day on their way to school. Each child was examined on his/her own, without the presence of other children and without being submitted to visual stimuli of the area in question during the drawing process. Any seemingly spontaneous expressions of the child observed during the drawing were recorded along with the order of appearance of the elements of the drawing.