ABSTRACT

Until recently, history was sometimes seen as being inappropriate for young children. Increasingly however, teachers are discovering that children enjoy finding out about the past, yet researchers are often unsure about what counts as "real" history. Hilary Cooper 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.

chapter |6 pages

Introduction

chapter 1|10 pages

Understanding change over time

chapter 2|5 pages

Interpretations of the past

chapter 3|5 pages

Deductions and inferences from sources

chapter 5|31 pages

Interpretations

chapter 6|30 pages

Deductions from sources

chapter 7|15 pages

Whole-school or Key Stage planning

chapter 8|23 pages

Planning a unit of study

chapter 10|9 pages

Case study 2: year 2—A class museum

chapter 11|8 pages

Case study 3: year 1—‘Castles’

chapter 13|15 pages

In-service workshops: some examples