The concept of historical time in early childhood education: theoretical, methodological approaches and practice

Abstract

This article focuses on an approach to the concept of historical time in early childhood education through the lens of cognitive psychology. It consists of three parts: (1) theoretical approaches, inspired by three broad scientific fields – cognitive psychology, pedagogy and history; (2) the presentation of educational examples, formed by empirical data and case studies; and (3) conclusions. Its main purpose is to combine theoretical approaches and findings from contemporary scientific research with empirical data from the educational process, so as to argue that kindergarten children can represent and be taught the concept of historical time and, with its help, can be introduced to history education.