Bokanmeldelse: Betingelser for børns sociale ansvar

Berg, Kari

doi:10.5324/barn.v20i4.4617

Cited by 1 publication

(1 citation statement)

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“…The same observation is true for religious stories belonging to Christianity, Islam and Buddhism (the three largest religions in Norway). Our reading of Buddhas Barn (Children of the Buddha) (Berg and Gaarder, 1982) uncovered only a few historical elements (mention of a sword and a sedan chair) in a book containing stories for children over about 70 pages. Art and culture are historical if they involve themes from the past.…”

Section: Resultsmentioning

confidence: 99%

Not by the book: the teaching of history in Norwegian kindergartens

Redvaldsen

2023

Hist_Educ_Res_J

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This article reports a local study of the presence of history as a subject in the kindergartens of Kristiansand, a municipality in southern Norway. There is no syllabus for history in the national curriculum; nevertheless, the research sought to find historical content in the kindergartens. The research method was informed by a precept of history didactics, namely that history is everywhere. Using this observation, tentative categories for content likely to feature history were formulated, and then searched for in the individual yearly plans of the kindergartens. This was supplemented by interviews. It is concluded that, in accordance with the national curriculum, history in the kindergartens is a local affair. It emerges especially through local history, visits to museums, and projects with historical features. This research was not designed to determine whether learning outcomes in history are achieved, nor to consider kindergartens outside Kristiansand. However, it references a corpus of literature on history in Norwegian kindergartens, and interacts with it. The conclusion about the presence of the subject is the same as was found for another city, Trondheim, in research by others. For international readers, the article also argues that in principle it is possible for young children to learn history orally and informally.

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Section: Resultsmentioning

confidence: 99%