That being said, it may never be too early to expose children to situations where she might begin to explore the dual representation nature of the globe. Even if a child hasn't reached an age where she understands that the earth is in fact a sphere, parents and teachers can lay the groundwork by talking about it in class or going to science exhibits and museums. Callanan et al. (2002) reviewed some strategies for effective parent-child conversations about representational objects, but unfortunately, most are applicable to concrete, rather then abstract concepts. However, they brought into focus the importance of social interaction within which children experience representational objects.
By integrating the social context of the globe-earth link and the theories on children's earth concepts, a likely overall interpretation about children's understanding of the earth could be this: Children can be trained to learn scientifically correct understanding of the earth using the globe as an external model and by giving them fragments of information when opportunities arise, to help them develop their own coherent and non-literal interpretation.
Finally, the lessons learned from the earth-globe research findings can be applied to other abstract concepts in science like atoms, gravity, and evolution. With modern technology and advances in computer-aided design, it is possible to create interesting models of an atom or a visual representation of gravity and evolution in museum or exhibit settings. Children can explore these models while teachers or parents engage them by providing simple information that focus on a particular aspect that the child is interested in. At home, parents and children can look at science picture books or videos and label the objects they see represented on the pages or videotape. In other words, there are various opportunities and many accessible representational objects that can be used to lay the groundwork for children to build a coherent understanding of abstract principles.