Η διδασκαλία της ιστορίας στο νηπιαγωγείο σχετίζεται με τη σταδιακή καλλιέργεια της κριτικής σκέψης και την ιστορική κατανόηση μέσα από την κατανόηση των ιστορικών δομικών εννοιών (χρόνος, συνέχεια-αλλαγή, αίτιο-αποτέλεσμα). Σε αυτήν την κατάκτηση θα συμβάλλει η ανάπτυξη δραστηριοτήτων σχετικών με την μίκρο ιστορία (οικογένεια, γειτονιά) αλλά και με τη μάκρο ιστορία (σχολείο, κοινωνία). Στο νηπιαγωγείο τίθενται οι βάσεις για την προσέγγιση των ιστορικών γεγονότων, αξιοποιώντας εμπειρίες και γεγονότα από τη ζωή των ίδιων των παιδιών. Η παρούσα έρευνα διερευνά τους στόχους, τους σκοπούς της διδασκαλίας καθώς και τις στρατηγικές που μπορούν να εφαρμοστούν σε αυτό το στάδιο εκπαίδευσης. Δίνεται έμφαση στις ιστορικές έννοιες και στον τρόπο που αυτές μπορούν να αξιοποιηθούν ώστε να επιτευχθεί η ιστορική κατανόηση με την αξιοποίηση ομαδοσυνεργατικών μεθόδων αλλά και τη μέθοδο project.
(EL)
Children are born into social studies. From birth, they begin exploring their world. Social studies currently and historically is a field designed to meet the educational needs of society. Teaching history in preschool education has been little examined. The aim of history teaching is to stimulate the children’s interest and understanding about the life of people who lived in the past and to develop historical thinking and consciousness. At this level of education, we teach children a sense of chronology, and, through this, they develop a sense of identity, and a cultural understanding based on their historical heritage. Thus, they learn to value their own and other people’s cultures in modern multi-cultural Greece and, by considering how people lived in the past, they are better able to make their own life choices today. We teach children to understand how events in the past have influenced our lives today, we also teach them to investigate these past events and, by so doing, to develop the skills of enquiry, analysis, interpretation, evaluation, presentation and problem solving. In addition, teaching history aims to foster in children an interest in the past. Furthermore, it helps to enable children to know about significant events in Greek history and to appreciate how things have remained the same or changed over time. Teaching history at early childhood curricula offers the hope that the focus of education will be on the development of effective, efficient, ethical children who will approach their world non simplistically and thoughtfully. Last but not least, to develop the cross-curricular use of history in other subjects. For example, linguistic - history contributes significantly to the teaching of Greek language in school by actively promoting the skills of reading, writing, speaking and listening. Children develop through discussing historical questions, or presenting their findings to the rest of the class. They develop their writing ability by composing reports and letters, and through using writing frames. What is more, mathematics - the teaching of history contributes to children’s mathematical understanding because children learn to use numbers when developing a sense of chronology through activities such as creating time lines and through sequencing events in their own lives. This survey examines the teaching of history in early childhood education and children’s understanding of history. The aim of this review is to investigate the understanding of historical thinking concepts in early childhood education, strategies of teaching in order to overcome the misconceptions and what kind of understanding of history and historical time children express. Teachers’ storytelling might be suitable for the children’s interest and understanding of history in order to understand historical thinking concepts despite the fact that historical understanding in early childhood might be limited. The teaching of history in this level of education and care can lay the foundation for historical consciousness and its later development at school. With the help of good teachers, children will not only absorb the content that focuses on citizenship education in all its permutations, but also learn how to learn and how to consider multiple perspectives. To sum up, history teaching focuses on enabling children to think as historians. Emphasis placed on examining historical artefacts and primary sources. The importance of stories in history teaching is also valuable and regards this as an important way of stimulating interest in the past (family history, neighborhood, society). Focusing on helping children to understand that historical events can be interpreted in different ways, and that they should always ask searching questions about information they are given. Moreover, seeking to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child is important too.
(EN)
Τμήμα Επιστημών Προσχολικής Αγωγής και Εκπαίδευσης (ΤΕΠΑΕ)/Α.Π.Θ.
