Learning History in Early Childhood: Teaching Methods and Children's Understanding

Autor/in	Skjaeveland, Yngve
Titel	Learning History in Early Childhood: Teaching Methods and Children's Understanding
Quelle	In: Contemporary Issues in Early Childhood, 18 (2017) 1, S.8-22 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949117692262
Schlagwörter	Foreign Countries; History Instruction; Early Childhood Education; Teaching Methods; Preschool Children; Preschool Teachers; Semi Structured Interviews; Phenomenology; Learning Processes; Story Telling; Human Body; Learner Engagement; Comprehension; Time Perspective; Norway + Suchen Sie Ihr Suchwort? Ausland; History lessons; Geschichtsunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Phenomenological psychology; Phänomenologie; Psychologie; Learning process; Lernprozess; Menschlicher Körper; Verstehen; Verständnis; Zeitbezug; Norwegen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01