M.c. Beaton Bibliography

TIME ON THE ACQUISITION OF HISTORICAL

To discuss the acquisition of the concept of historical time we refer to Piaget, According to which, the construction of historical time is linked to the construction of time and continues this sequence:

* 4-6 years: The child acquires personal time. Has a notion of time associated with performing daily routines.
* 6-9 years: acquires physical time. The child learns conventional systems for measuring time: days, months, weeks, ... First learn these systems and will progressively ordered. * 9 years
: acquires social time. With the new capabilities acquired by children learning the cyclical aspects of time and use signals or conventional marks knowledge and support on time.
* Between 11 and 16 years acquire notion of historical time. Briefly shelled this stage:

- Serializing chronological events: around age 11 the child can put in the time between 2 and 5 historical facts of the farthest back in time to the closer. We discussed that is capable of placing them in the Christian era (in our case), as is the one used to see and use. In the case of locating historical events in other chronologies, as the Islamic, Jewish, etc. We wait until the child is 15 years.
- Serializing causal : at age 13 has the capacity to relate events, capacity is very important when considering the historical facts.
- Concept Duration: children between 6 and 11 years (approximately) have a qualitative notion of historical time. Depends on things that happen in a period feel that is shorter or longer. For example, the study of prehistory at the stage of primary education (6-12 years), most children think that is a short stage as they believe that "few things happen."
- date knowledge : Primary students with their ability to remember dates. But rote learning has fallen into oblivion.
- complex notions of historical time : these concepts are acquired in about 17 years. Are CAUSATION AND CHANGE. Van realizing that among the "causes" and the "fact" is a period shorter or longer. They understand that the effect is not immediate. On the other hand we must also take into account that historical events have more than one cause (multiple causes) and more than one consequence. That is, the relationships are not simple and linear but complex and dynamic.

Today the study of history in schools is quite "poor", in the schools is studied in more depth. Taking into account the psychological constraints that we are when children are between 6 and 12 years would be desirable to encourage the study of history in an entertaining way, stressing that past events provide us with knowledge and understanding of present events (up of our daily life.) This could be done through anecdotes, historically important people ... We could approach this using oral sources, written and material (depending on age, with the most Small, oral sources and materials) and materialized through various activities: collection of family memories, simple lines and timelines, tours to different historical relics and museums (real or virtual visits), a collection of street names of the locality refer to historical people.