Utilising a Cultural-Historical Analysis to Map the Historicity of Social Studies, Natural Science and Technology Education in the Early Years

Autor/inn/en	du Preez, Hannelie; van Niekerk, Retha
Titel	Utilising a Cultural-Historical Analysis to Map the Historicity of Social Studies, Natural Science and Technology Education in the Early Years
Quelle	In: South African Journal of Childhood Education, 8 (2018) 2, Artikel 573 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Social Studies; Natural Sciences; Technology Education; Citizenship; Early Childhood Education; Scientific Principles; Scholarship; Cultural Context; History; Theories; South Africa + Suchen Sie Ihr Suchwort? Ausland; Gemeinschaftskunde; Naturwissenschaften; Technisch-naturwissenschaftlicher Unterricht; Staatsbürgerschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Scholarships; Stipendium; Geschichte; Geschichtsdarstellung; Theory; Theorie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: South Africa needs citizens who are morally sound, adaptive to change, technologically innovative and literate in socio-scientific issues. The young child is apparently being prepared for active citizenry through basic "Social Science, Natural Sciences and Technology" education as encapsulated in the South African curriculum. Aim: We foreground a theoretical and analytical framework to map the cultural--historical trajectory of South Africa's Beginning Knowledge curriculum. Setting: Cultivating citizenship requires that these "science" subject domains be incorporated in a coherent, well-conceptualised and relevant early childhood curriculum as suggested by international literature. Educators need to be specialists in socio-scientific issues in both the content and pedagogy of these "sciences" in order to expound the curriculum. Methods: Our newly coined hybridised theoretical framework - the 'Hybrid CHAT' - together with an aligned analytical framework enabled us to illuminate the historical subject-didactical genetic development of Beginning Knowledge. An extensive sample of typographical textbooks, artefacts and cultural tools were analysed and interpreted. Results: Beginning Knowledge is afforded limited teaching time. The knowledge, skills and values associated with these "science" subjects serve to support and strengthen the acquisition of language and mathematics competencies. Currently, Beginning Knowledge does not sufficiently prepare child citizens for the global demands of the 21st century. Conclusion: Hybrid CHAT could invite further studies to place Beginning Knowledge on par with international curricula. This would also align the curriculum with the aspirations for an ideal South African citizenry as well as prepare child citizens to pursue Science and Technology for social development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01