Children's Concepts of Time and History

Jahoda, Gustav

doi:10.1080/0013191630150201

Cited by 43 publications

(23 citation statements)

References 11 publications

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“…Even less is known about the development of children's knowledge of time structures (Friedman, 1978(Friedman, , 1982Jahoda, 1963). Since the 1920s a number of psychologists and educational researchers have studied children's ability to give the present date, recite the months, and so forth.…”

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confidence: 98%

The Development of Children's Knowledge of Temporal Structure

Friedman¹

1986

Child Development

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Adults have a rich understanding of a number of time systems, but little is known about how this knowledge develops. 3 experiments were conducted to test a model in which the first representations of the days of the week and months of the year have verbal-list properties, and these are later supplemented by image representations. In Experiments 1 and 2, fourth or fifth graders could judge forward relative order for these contents, but not until adolescence could backward order judgments be made accurately. In Experiment 3, fourth graders used a serial process to solve a categorical distance judgment task, whereas older groups shifted to a process with more rapid access to information about the position of remote items. The results are interpreted as supporting the 2-stage model and appear inconsistent with a number of alternative models.

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confidence: 98%

The Development of Children's Knowledge of Temporal Structure

Friedman¹

1986

Child Development

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“…Con la reforma curricular de 1967, la historia casi desaparece la escuela primaria, en referencia a temas de historia social, tales como transporte, comida, ropa y algunos ejemplos de figuras de la historia de Portugal. La idea acerca de que los alumnos de esta etapa no poseían un pensamiento abstracto, se verá reflejada en la eliminación de la historia en los planes de estudio de Educación Primaria (Jahoda, 1963;Hallam, 1967;Roldão 1995;Freitas, 2005;Solé, 2009). La dictadura salazarista, a pesar de su cercanía ideológica con el franquismo, mostró una menor dureza a la hora de fijar los valores nacional-católicos (en los que coincidía), quizá porque su llegada al poder fue menos traumática, dada la ausencia de una guerra civil y la consiguiente represión y depuración de gran parte de los docentes.…”

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Los manuales escolares de historia en España y Portugal. Reflexiones sobre su uso en Educación Primaria y Secundaria

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Solé

2018

Arbor

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El manual escolar sigue siendo un recurso didáctico clave en la enseñanza de la historia. En Educación Primaria y Secundaria pervive su uso, a pesar de las numerosas reformas educativas llevadas a cabo desde hace siglo y medio. Este trabajo pretende analizar su vigencia, estructura y cambios a lo largo del tiempo. Los cada vez más numerosos estudios se han escrito desde una perspectiva española o portuguesa, así que interesa conocer la evolución paralela y establecer comparaciones. Se analizan las escuelas historiográficas y pedagógicas que han influido en la evolución de los currículos educativos. Además, se reflexiona sobre los contenidos históricos de los manuales, especialmente las narrativas nacionales.

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“…In U.K., researchers tested through experimental pedagogical interventions research the same issue (Lynn, 1993;West, 1981;West, 1982;Wood, 1995;Harnett, 1993;Stow, 1998). Experimental studies have investigated the application of different versions of the Oct 2015, Vol. 4, No.…”

Section: International Journal Of Academic Research In Progressive Edmentioning

confidence: 99%

Interculturalism and Understanding of History: Problems and Teaching Proposals

Kamarinou¹

2015

IJARPED

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This research is a synthesis of the results from the Greek and International research and literature on the intercultural dimension of teaching of history in the Greek Primary School and Gymnasium (4th-9th graders). The research focuses on the problems in historical understanding and intercultural communication due to the lack of the intercultural approach in history teaching and on the application of appropriate didactic methods that can enhance both the understanding of the past as well as the different cultural and ethnic groups within a classroom.

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Children's Concepts of Time and History

Cited by 43 publications

References 11 publications

The Development of Children's Knowledge of Temporal Structure

The Development of Children's Knowledge of Temporal Structure

Los manuales escolares de historia en España y Portugal. Reflexiones sobre su uso en Educación Primaria y Secundaria

Interculturalism and Understanding of History: Problems and Teaching Proposals

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