Details

Title

The understanding of historical time in the primary curriculum in England and the Netherlands

Documents
Author
Boxtel, Carla van; Harnett, Penelope; Groot-Reuvekamp, Marjan de (docent); Ros, Anje (associate lector)
Organisation
Fontys Hogescholen
Institute
Fontys Hogeschool Kind en Educatie
Category
Social Studies
Keywords
English history curriculum, Dutch history curriculum, chronology, primary education, history objectives
Abstract

This study focuses on the comparison of the English and the Dutch primary history curriculum regarding the understanding of historical time. We compare different aspects of both curricula that can apply to other subjects as well, for example the question ‘what age would be appropriate to start a subject in primary school?’ Here, we emphasize that exposure to different learning processes is more important than pupils’ age and maturity. Drawing on analyses of curriculum documents, surveys (n = 128) and interviews (n = 25), we explored how the understanding of historical time is addressed in the intended and the implemented primary curricula for history. The analysis of the data indicates that teachers in both countries do not teach all objectives of the understanding of historical time. Although in England the history curriculum starts earlier, the episodic structure of the curriculum is not very helpful to support pupils’ understanding of historical time. In the Netherlands the framework of 10 eras is mostly taught chronologically; however, neither the sequence nor the dates of historical periods are explicitly taught. Apparently, the teaching and learning of historical time in both countries needs improvement and we conclude with some suggestions to accomplish this.

Object type
Journal article
Language
English
Date
2014-02-07
Publisher
Taylor & Francis
Rating
0 Stars (0)
Published in
Journal of Curriculum Studies (Taylor & Francis, Vol. 46 , Issue: 4, Pages: 487-514)
Rights
Restricted Access
Link
doi.org/10...37
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