English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

This paper considers how we can help young children to engage with the\udpast, in ways which reflect genuine historical enquiry. It defines the key\udprocess of historical thinking, at any lever as: discussing the causes and\udeffects of changes over time; making inferences from historical sources in\udorder to construct accounts of the past using specialized vocabulary, and\udunderstanding why-historical accounts may differ but be equally valid. The\udpaper then considers ways in which the constructivist learning theories of\udPiaget, Vygotsky, Bruner, and subsequent research based on their work, can\udbe applied to history, from children’s earliest years, and in increasingly\udcomplex ways. It argues the importance of learning history as a dimension of\udearly years education in ways which are meaningful to children and multi\udperspectival; which allow them to hypothesise, evaluate, support ideas\udwith arguments, listen to others and recognize that sometimes there is no\udright answer. It then suggests many familiar contexts in which young children\udcan begin to discuss the causes and effects of changes over time, make\udinferences about a variety of historical sources and construct, compare\udinterpretations of the past and understand why they may vary. It is argued\udthat learning about the past is an integral part of social, emotional, as well as\udcognitive development. The paper concludes with extracts from dialogue\udwhich illustrate progression in children’s reasoning about the past.\udKey-words: Teaching History; Historical Education; Constructivist.\ud\udRESUM

Aprendendo e ensinando sobre o passado a crianças de três a oito anos