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The aim of the course is to equip students with the knowledge and didactic skills to develop in preschool and early school-age children historical thinking, the ability to perceive their surroundings, cultural specifics and differences, how to work with cultural universals and use primary sources in education. The introduction to Inquiry-based Learning in pre-primary and primary education is included. The course seeks to develop students' existing knowledge of strategies and methods effective for children's social studies and history education (comparing and simply analyzing artifacts, interviewing a family member, observing people's behavior, working with a story). It also includes 2 meetings as an example of teaching outside the classroom to show how explore the educational value and potential of informal learning spaces for learning, for e.g,. the historical centre of the town (village), in memory institutions, as well as working with landscape and historical memory and landscape memory. Last update: Beránková Iva, PhDr. (24.06.2024)
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The student will acquire the knowledge and skills needed to develop historical pre-literacy, literacy and Inquiry-based Learning. The student will identify related topics and design appropriate educational offerings. Last update: Beránková Iva, PhDr. (24.06.2024)
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Attestation - Requirements: Active participation. Portfolio of a self-designed learning unit for preschool or early school age children, the topic is chosen by the student according to his/her interest. Last update: Beránková Iva, PhDr. (24.06.2024)
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Literature: Barton, K. , Primary sources in history: Breaking through myths’. Phi Delta Kappan, 86 (10), 745–53. 2005. Cooper, H., History in the Early Years. London: Routledge 2002. Cooper, H. (ed.), Exploring Time and Place through Play: Foundation Stage – Key Stage One. London: David Fulton 2004.
Ercikan, K. and Seixas, P. (eds), New Directions in Assessing Historical Thinking. New York: Routledge 2015. Gibson, L., & Peck, C. L., More than a methods course: Teaching preservice teachers to think historically. In C. W. Berg & T. M. Christou (Eds.), The Palgrave Handbook of History and Social Studies Education (pp. 213–251). Springer International Publishing 2020. Gómez-Carrasco, CJ, Re-imagining the teaching of European history. Taylor and Francis 2023. Seixas, P. – Morton, T., The Big Six Historical Thinking Concepts. Cengage Learning EMEA 2012. Soininen, S., Teaching historical thinking in practice: a study of US history teachers’ views on using primary sources in AP and IB history lessons’. History Education Research Journal, 19 (1), 5. 2022. Wilschut, A. Images of Time: The Role of an Historical Consciousness of Time in Learning History. Charlotte, NC: Information Age 2012. Last update: Beránková Iva, PhDr. (24.06.2024)
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Sylabus: 1) Developmental specifics of the preschool and early school-age child in relation to the goals of developing historical pre-literacy and literacy 2) Cultural universals and their exploration in teaching history - possibilities, limits, didactic approaches to exploring cultural universals 3) Historical thinking, historical pre-literacy and literacy, historical consciousness, historical and landscape memory, Inquiry-based Learning 4) Didactic methods and innovative approaches with practical examples – (e.g., Child centered active learning methods, Teacher centered learning methods, Project methods) 5) Didactic methods and innovative approaches with practical examples – (e.g., Methods using primary sources and using secondary sources, Methods using teaching aids) 6) Excursion – Prague City centre or visiting a memory institution – Museum, Gallery, .... Last update: Beránková Iva, PhDr. (24.06.2024)
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The student will describe and explain historical phenomena using primary sources (paintings, photographs, artifacts). In the field, the student will show and compare individual architectural elements, characterize the development of the place of memory in each historical era, and use pictures and photographs to show the changes that have occurred. Prepares an activity for working with cultural universals that can be used in practice. Last update: Beránková Iva, PhDr. (06.10.2024)
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