Should history education begin in kindergarten?
PDF

Keywords

early childhood education
history education
social representations
educators

Abstract

This ​paper​ presents research related to the perspectives and social representations of both prospective and currently employed educators regarding the ​introduction of​ kindergarten and primary education children to history education. The research was carried out using the Thematic Analysis​ method,​ and ​comprises qualitative data​. The results of this research ​study ​show that educators are influenced by their social representations regarding the type and form of history education, as well as by their education. Social representations shape their perceptions on the ​appropriate ​age for introducing children to history education. This paper presents the theoretical background of the research, its purposes, research strategies, methodology, the results and their analysis, and a final ​section ​for discussion and conclusions.

https://doi.org/10.12685/htce.1286
PDF
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright (c) 2024 Historical Thinking, Culture, and Education