| Description |
xii, 235 pages : illustrations ; 24 cm |
| Series |
Teaching and learning in the first three years of school |
|
Teaching and learning in the first three years of school.
|
| Contents |
1. Understanding change over time -- 2. Interpretations of the past -- 3. Deductions and inferences from sources -- 4. Teaching children to understand concepts of time and change -- 5. Interpretations -- 6. Deductions from sources -- 7. Whole-school or Key Stage planning -- 8. Planning a unit of study -- 9. Case study 1: year 2/3 - 'Memories of Childhood'/'The Victorians' -- 10. Case study 2: year 2 - A class museum -- 11. Case study 3: year 1 - 'Castles' -- 12. Case study 4: children with severe learning difficulties - 'A Victorian Kitchen' -- 13. In-service workshops: some examples |
| Summary |
Until recently, history was sometimes seen as being inappropriate for young children. Increasingly, teachers are discovering that children enjoy finding out about the past, yet they are often unsure about what counts as 'real' history. Hilary Cooper here explains the strands of thinking involved in historical enquiry at any level, the extent to which pre-school children can think in this way and how teachers can build on this thinking once children are in school, making history an integral part of good practice: The book includes case studies to illustrate points and activities through which historical thinking can be developed |
| Analysis |
Primary schools Curriculum History |
| Notes |
Includes index |
| Bibliography |
Bibliography: pages [221]-231 |
| Subject |
History -- Study and teaching (Elementary)
|
|
History -- Study and teaching (Early childhood)
|
|
History -- Study and teaching (Preschool)
|
| LC no. |
94034159 |
| ISBN |
0415271452 |
|
