CHAPTER OBJECTIVES
1. Consider several approaches to social studies instruction for young children.
2. Plan a social studies program for young children.
3. Plan appropriate holiday celebrations for young children.
4. Plan a curriculum that includes appropriate multicultural experiences.
5. Plan for connections between social studies and literacy learning.
CHAPTER OUTLINE
1. Social studies include all social sciences (e.g., history, economics, anthropology, psychology, sociology, and geography).
A) Beyond this definition, there is little agreement about social studies instruction.
i. Some philosophies of ECE advocate integrating social skills curriculum with other activities so that classroom activities emphasize social skill development.
ii. Another approach views social studies as a separate content area and emphasizes childrenŐs acquisition of specific facts.
iii. An intermediate approach emphasizes acquisition of social studies knowledge within activities for other content areas.
B) Social studies is critical because on of the key roles of education is to enable citizens to participate in the democratic process.
2. The expanding curriculum begins with an emphasis on the individual and progresses in different grades through larger perspectives on social issues. Correctly utilized, this approach emphasizes thinking and intellectual development in the context of real experiences.
A) The National Council of Social Studies lists 10 central social studies themes that can be basis of integrated, interdisciplinary instruction.
B) Historical facts are increasingly an educational focus in many states.
i. Proponents to this approach believe that historical facts are basic knowledge that is necessary to function as an informed American citizen.
ii. Opponents to this approach object to the memorization of decontextualized facts, which may not influence childrenŐs overall understanding or behavior.
C) Personal experiences allow children to create and refine concepts. A Constructivist approach, in contrast to advocating the memorization of facts, emphasizes that knowledge about topics cannot be mastered in a single lesson but must be revisited over time.
3. Planning Education
A) Goals
i. Knowledge goals reflect specific information children should have. For young children, this information includes social roles, respect for diverse cultures and basic geography.
ii. Skill goals for young children emphasize social problem solving strategies.
iii. Attitude goals emphasize respect for other cultures and people.
B) Classroom activities
i. For three and four year olds, all classroom experiences should be integrated and playful. Activities should emphasize real-life experience with diverse social settings and toys related to diversity of social activity.
ii. Five and six year olds can benefit for some more specific learning activities including social comparisons and categorization. Socioeconomic issues and daily resources make good themes.
iii. Curriculum for seven and eight year olds should include maps and political systems, but should still emphasize concrete experiences.
4. Modeling, direct instruction, and social studies content all contribute to childrenŐs understanding of social skills.
A) Teachers should help children express themselves and allow othersŐ to express their ideas in discussions and to negotiate.
B) Conflict management or conflict resolution skills are essential parts of social studies instruction.
5. Holiday themes may be appropriate, but should not form the entirety of social studies instruction and should reflect the demographics of the classroom.
A) Some holidays should be discussed rather than celebrated.
B) Holidays should not be the basis for classroom themes.
C) Costumes that might scare children should be avoided.
D) Open-ended materials should be used when possible.
E) Instruction should be based on what children will learn from the activity and avoid stereotypes.
6. A thematic approach to social studies offers children the opportunity to engage in meaningful activities. Some activity suggestions include:
A) Having children interview an older relative to understand cultural change or immigration issues. Alternatively, have recent immigrants visit the classroom.
B) Visiting a train terminal or ship port, or taking a trip, facilitates childrenŐs understanding of transportation.
C) A visitor can instruct children in sign language, promoting understanding of diversity and recognition that there are many ways to communicate.