Although spatial memory has been widely studied in rodents, developmental studies involving humans are limited in number and sample size. We designed and studied the validity of two simple experimental setups for the evaluation of spatial memory and navigation development. The dataset of this study was composed of 496 schoolchildren, from 4 to 15 years old. Participants were tested blindfolded on their ability to navigate in a square area between three stool stations while performing an item-collecting task, having observed the experimental space and procedure (Test 1) or having, in addition, executed the task open-eyed (Test 2). The performance times were analyzed to identify age-specific differences. Parametric methods, including the one-way ANOVA and independent samples t-test, were employed. Statistically significant differences were observed in the mean performance time among age groups, as well as within the same age groups when comparing Test 1 and Test 2. Our results revealed a performance improvement with aging for both functions and showed that spatial memory and spatial navigation develop throughout childhood and puberty and interact during development. When children integrate visual stimuli with other sensory inputs, they can form stronger spatial memories, thereby enhancing their navigation skills. The proposed experimental setup is considered feasible and can be used for behavioral studies of navigation-related memory in children and beyond with appropriate adaptations, allowing for large-scale assessment.