Teaching Emotive and Controversial History to 3-7 Year Olds: A Report for The Historical Association

Harnett, Penelope

doi:10.18546/herj.07.1.05

Cited by 5 publications

(6 citation statements)

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“…All five centres visited museums regularly, and all of the teachers emphasized, in different ways, how important it was for children to sense history, and for it to be tangible and perceptible. This way of relating children’s immediate experiences to distant historical times could be a means of overcoming Piaget-inspired scepticism regarding the teaching of history in early childhood (Harnett, 2007).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…He believed that children in this age group lacked the ability to place events in sequences and develop narratives, and that children could develop awareness of time only when it could be linked to places, people and objects (Brumlik, 2005). Due to Piagetian theories and child-centred notions that ‘learning should always begin with the child’, some teachers have been unwilling to teach children about the distant past because it is removed from children’s immediate experiences (Harnett, 2007). There is reason to fear that this may still be the view held by some practitioners in the field (Dixon and Hales, 2014), and there is evidence that some people believe that it is quite inappropriate for young children to learn about history (Cooper, 2007).…”

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

“…Piagetian theories claimed that young children were unable to think in the abstract. More recent research, however, has opposed this view and suggested that children are more sophisticated in their thinking and more capable of handling abstract concepts (Harnett, 2007). Piaget considered time to be a cognitive structure – as ‘objectively determined, metric time’ (Lippitz, 1983: 173).…”

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

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Learning history in early childhood: Teaching methods and children’s understanding

Skjæveland

2017

Contemporary Issues in Early Childhood

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This article discusses the teaching of history in early childhood education and care centres and children's understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach history, how children respond to the teaching, and what kind of understanding of history and historical time children express. The findings are discussed in light of theories of history didactics. The teachers had positive experiences with the implementation of history projects and developed a variety of methods and teaching approaches. They also expressed a highly positive assessment of children's ability to acquire knowledge of history. In particular, it appears that physical and bodily experiences, along with teachers' storytelling, stimulated the children's interest and understanding of history. Some of the older children -the five-to six-year-olds -expressed an emerging historical consciousness. This indicates that although historical understanding in early childhood might be limited, the teaching of history in early childhood education and care can lay the foundation for historical consciousness and its later development at school.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

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Learning history in early childhood: Teaching methods and children’s understanding

Skjæveland

2017

Contemporary Issues in Early Childhood

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“…Of all the chosen historical events, only a few can be classed as controversial. The fact that they are directed at 3 to 5-year-old children is doubtlessly one factor that determines this, but there are some exceptions which, precisely, highlight the need to face up from an early age some realities that may not have a "happy ending" (HARNETT, 2007). In recent decades in the French context, historical relevance has been given to subjects that are far removed from the 19 th -century romanticization of the national identity, with sensitive topics such as the Holocaust, the Armenian genocide and immigration brought into the classroom (FALAIZE, 2010).…”

Section: (J128)mentioning

confidence: 99%

What History Do Future Teachers of Early Childhood Education Think Is Relevant?

Rivero

Pelegrín

2019

Cad. Pesqui.

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The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.

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“…Although history belongs to the social sciences, which have a place in the early years' curriculum, research in this field remains scarce. History as a subject is considered appropriate for the early years [6] and early primary grades [7] as it offers opportunities for young children to explore and develop in the following dimensions: Although there is still a need for further research that will examine the development of historical thinking, historical understanding, and historical consciousness [8], researchers believe in young children's potential to acquire historical knowledge and develop foundational skills for the future [6,[8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Local History in a Digital Environment: Creating an Online Course for Young Children

Stamataki¹,

Ampartzaki²

2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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Twenty-first century demands students with critical thinking, digital and other soft skills, and capable of self-directed and self-determined learning. This chapter presents an educational design project, which focused on the development of a history online course for children of pre-primary level and the first grades of primary school, based on the constructivist paradigm of learning. Educational design research was carried out to explore how young children can respond to the demands of a contemporary online course, pursue the online course with growing confidence and independence, and earn history in a meaningful way, while developing twenty-first century skills at the same time. Data were collected by quantitative and qualitative methods and analysis showed that both pre-primary and primary school children responded remarkably well and managed to complete the online course with minimum parental support. They improved their knowledge and displayed critical thinking skills. Children showed no major difficulties in using the digital environment and expressed positive attitudes toward e-learning. The role of parents was also monitored and analyzed since it emerged as a critical factor in the successful completion of the course.

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Teaching Emotive and Controversial History to 3-7 Year Olds: A Report for The Historical Association

Cited by 5 publications

References 0 publications

Learning history in early childhood: Teaching methods and children’s understanding

Learning history in early childhood: Teaching methods and children’s understanding

What History Do Future Teachers of Early Childhood Education Think Is Relevant?

Local History in a Digital Environment: Creating an Online Course for Young Children

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