Historical Thinking in the early years: the power of image and narrative

Arias Ferrer, Laura; Egea Vivancos, Alejandro; Levstik, Linda S.

Publication:
Historical Thinking in the early years: the power of image and narrative

dc.contributor.author	Arias Ferrer, Laura
dc.contributor.author	Egea Vivancos, Alejandro
dc.contributor.author	Levstik, Linda S.
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.date.accessioned	2024-10-03T06:51:51Z
dc.date.available	2024-10-03T06:51:51Z
dc.date.issued	2019-09
dc.description.abstract	This chapter seeks to analyze empirically the abilities of 4- and 5 year-old children regarding historical thinking skills when dealing with symbology and picture-based narratives of the past. It is based on the answers obtained after the development of a specific storytelling strategy where students observe a sequence of images related to a tale written and set in Ancient Egypt, from which they build a narrative to explain their observations. Children’s negotiations regarding their interpretations provide evidence of their capacity for historical thinking when history is presented through stories and narrative-based inquiry. The study was developed in five classrooms with a total of 116 participating students. The chapter concludes that young children are able to deduce information from images, to create complex argumentations, to take some historical perspective and to link the actions in a temporal and causal sequence. Therefore, they are capable of developing some embryonic reasoning, which we consider to be the seed of historical thinking.
dc.format	application/pdf	es
dc.format.extent	20	es
dc.identifier.doi	https://doi.org/10.1007/978-3-030-19266-2_10
dc.identifier.eisbn	978-3-030-19265-5
dc.identifier.isbn	978-3-030-19266-2
dc.identifier.uri	http://hdl.handle.net/10201/144487
dc.language	eng	es
dc.publisher	Springer	es
dc.relation	Esta investigación forma parte del proyecto financiado “La evaluación de las competencias y el desarrollo de capacidades cognitivas sobre Historia en Educación Secundaria Obligatoria” (EDU2015-65621-C3-2-R) que ha contado con el apoyo del Ministerio de Economía y Competitividad de España. /Fondo Europeo de Desarrollo Regional (FEDER) y el Programa Jiménez de la Espada de Movilidad, Cooperación e Internacionalización de la Fundación Séneca en el marco del Plan de Ciencia, Tecnología e Innovación de la Región de Murcia (España).	es
dc.relation.ispartof	Story in children's lives: contributions of the narrative mode to early childhood development, literacy, and learning. Kelly Jo Kerry-Moran y Juli-Anna Aerila (eds.), pp.175-198
dc.rights	info:eu-repo/semantics/restrictedAccess	es
dc.subject	Early Childhood Education	es
dc.subject	Classroom Research
dc.subject	Qualitative Research
dc.subject	Student Motivation
dc.subject	Storytelling
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::371 - Organización y gestión de la educación y de la enseñanza	es
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::373 - Enseñanza primaria y secundaria	es
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre	es
dc.title	Historical Thinking in the early years: the power of image and narrative	es
dc.type	info:eu-repo/semantics/bookPart	es
dspace.entity.type	Publication	es
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