Fardi, K.;
(2022)
The concept of historical time in early childhood education: theoretical, methodological approaches and practice.
History Education Research Journal
, 19
(1)
pp. 1-11.
10.14324/HERJ.19.1.11.
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Abstract
This article focuses on an approach to the concept of historical time in early childhood education through the lens of cognitive psychology. It consists of three parts: (1) theoretical approaches, inspired by three broad scientific fields – cognitive psychology, pedagogy and history; (2) the presentation of educational examples, formed by empirical data and case studies; and (3) conclusions. Its main purpose is to combine theoretical approaches and findings from contemporary scientific research with empirical data from the educational process, so as to argue that kindergarten children can represent and be taught the concept of historical time and, with its help, can be introduced to history education.
| Type: | Article |
|---|---|
| Title: | The concept of historical time in early childhood education: theoretical, methodological approaches and practice |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.19.1.11 |
| Publisher version: | https://doi.org/10.14324/HERJ.19.1.11 |
| Language: | English |
| Additional information: | © 2022, Kyriaki Fardi. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | historical time, early education, history education, cognitive psychology, educational practice |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10163599 |
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