| Summary: | This study investigated young children's historical
understanding, as little research has been done in this area. It
described and analyzed first and second grade children's
historical understanding before and after they were involved in
a local history project. Specifically, it looked at how primary
children understand history and what historians do; their
understanding of the historical elements of evidence,
interpretation and empathy and how the teaching of these
concepts can develop their thinking. This information is
important in considering appropriate history curriculum for
young children. The study took place in my classroom of 18
students in a small, rural, public elementary school in British
Columbia. I had the roles of both teacher and researcher in this
case study. The data consists of interviews with the students,
writing samples and transcribed video and audio-taped class
discussions, as well as detailed classroom notes. The data were
analyzed using qualitative research methodology. The study's
findings revealed the children involved in the study developed
an understanding of history and what historians do and engaged
in historical methodology, including the use of evidence and
interpretation. Although empathetic thinking proved difficult
for most, a few considered its nature. All showed an interest in
and engagement with the subject of history. Explicit teaching,
as well as engaging students in historical methodology, at a
level appropriate to their age, furthered their development.
In light of these findings, the thesis proposes that history is
an appropriate subject for young children and one in which they
can become meaningfully engaged. This study is intended to
inform and support the work of curriculum developers, elementary
school teachers and teacher educators. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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