Wed, 24 March 2021 17:00-19:00 GMT
Dr Laura Arias-Ferrer, University of Murcia, Spain
There is an increasing awareness that young children are able to develop some historical knowledge and skills (De Groot-Reuvekamp, Van Boxtel, & Harnett, 2014). This is what Cooper (2002, p. 39) describes as ‘embryonic historical thinking’, based on the emergent abilities that children show when they analyse, compare, and interact with specific sources, share their ideas and/or construct interpretations about the past. Some other studies show their ability to recognize perspective or understand multi-causality (Levstik, 2013). This seminar will focus on the results to two studies conducted with 4 and 5 year old students that aim to explore this proposition and to develop the hypothesis that the gradual introduction of carefully crafted analytical exercises might better scaffold children’s emergent historical thinking than the more common unstructured approach that history usually receives in early childhood settings.
The event is free and open to all. To register, click this link.