History in the Early Years

Cooper, Hilary

doi:10.4324/9780203137567

Cited by 28 publications

(36 citation statements)

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“…Some research has been done on history education in schools, but there has been less academic work conducted on the teaching and learning of history in ECEC. One of the main contributors to the field is the British historian and pedagogue Hilary Cooper (Cooper, 2002, 2004, 2007, 2012, 2013). Although she has written mostly about primary education, she has also given attention to the connection between historical learning in ECEC and in schools, and the ‘ways in which young children may be aware of the past when they begin school’ (Cooper, 2002: 7).…”

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

“…One of the main contributors to the field is the British historian and pedagogue Hilary Cooper (Cooper, 2002, 2004, 2007, 2012, 2013). Although she has written mostly about primary education, she has also given attention to the connection between historical learning in ECEC and in schools, and the ‘ways in which young children may be aware of the past when they begin school’ (Cooper, 2002: 7). In a review of research in the field, Cooper (2002: 39) discusses children’s awareness of the past and concludes that earlier research shows that children aged three to five have some ‘embryonic capacity for historical thinking’.…”

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

“…Although she has written mostly about primary education, she has also given attention to the connection between historical learning in ECEC and in schools, and the ‘ways in which young children may be aware of the past when they begin school’ (Cooper, 2002: 7). In a review of research in the field, Cooper (2002: 39) discusses children’s awareness of the past and concludes that earlier research shows that children aged three to five have some ‘embryonic capacity for historical thinking’. They have some awareness of time, can recognize different interpretations of stories, and are capable of deductive reasoning in informal situations.…”

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

“…However, one’s inability to develop a time concept according to Piaget’s definition does not mean that one cannot grasp historical time: ‘Time is a cultural construction with different aspects and there is no reason to assume that these cannot be learned independently from each other’ (Wilschut, 2012: 115). As Barton and Levstik (1996) note, there is no empirical research that proves a necessary connection between the learning of clock time and calendar time and the ability to learn history (see also Cooper, 2002; Wilschut, 2012). Thus, children may understand historical time and a sense of chronology even if they do not perceive time as a measurable unit.…”

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: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

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

Skjæveland

2017

Contemporary Issues in Early Childhood

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“…There is not much new to these stated wishes, nor to the fact that once again, they are not fulfilled yet by the actualisation of this programme, although they are achievable. Indeed, Cooper (1994Cooper ( , 1995 and Cooper and Capita (2004), for example, have established that even young children can deploy historical reasoning in early elementary years. But before going on with criticism of the new history programme, it must first be presented.…”

Section: Contextmentioning

confidence: 99%

An analysis of historical agency in Québec history textbooks

Éthier

Lefrançois

Demers

2013

Education, Citizenship and Social

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In the 1980s, in Québec history textbooks, authors presented history through linear, monocausal designs and attributed most social, political or economic changes favourable to democracy to unstable external causes or to stable external causes. They seldom attributed the evolution of democracy to 'unstable internal causes'. These textbooks presented citizens as having almost no active role in socio-historical changes. This invited students to analyse past controversial social issues from a fatalistic perspective or through subjective moral criteria, while reinforcing the assumption that people from the past had bad ideas that good people have fortunately refuted since. Québec history programmes were reformed, in the 2000s, for middle and high schools. This article presents the results of a content analysis of the new history textbooks used in Québec, to see whether they still present such a deterministic and relativist perspective of social change. The preliminary results show that they do.

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