Primary history is one of the richest areas of teaching and learning, but in order to teach it well trainee teachers need a strong understanding of key historical concepts and the dynamics of the national curriculum. Combining a detailed focus on the core skills and principles underpinning good history teaching, this book helps students to:  • appreciate the key concepts that underpin historical understanding  • engage deeply with the programmes of study for Key Stage 1 and 2  • assess children’s historical understanding  • apply a cross-curricular approach to teaching This is essential reading for anyone studying primary history on initial teacher education courses including undergraduate (BEd, BA with QTS), postgraduate (PGCE, SCITT), school-based training (School Direct, Teach First), and qualified teachers who wish to enhance their professional knowledge.

Developing Children’s Historical Understanding

Developing Children’s Historical Understanding

Developing Children’s Historical Understanding

What this chapter will cover

This is another challenging chapter, and therefore some practitioners may feel that the early sections on constructivist models of learning and their overlap with idealist forms of history may be safely skipped. The chapter begins with a historical overview of research into children’s historical understanding and how a more optimistic, and partially research-based, account has developed. Constructivist models of learning, principally those of Piaget, Bruner and Vygotsky, are introduced. This is followed by the theories of Collingwood and Oakeshott, and how the two quite separate schools of thought may be reconciled through more recent work on the importance of children’s imagination, including visualisation. If accepted, these theories have important implications for pedagogy. Examples ...

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