In the era of the fourth industrial revolution and artificial intelligence, the historical past faces a significant challenge: will it maintain its importance in people's daily lives and their education, or will it be compressed by the restrictive terms of the dominance of a digital present?
The discussion about the form of historical education in kindergarten and primary school is more relevant today than ever. The prospect of introducing the concept of historical thinking into primary education and tracing the ways in which educational patterns can be structured to be integrated into the educational process offers many creative avenues to talk to children about the historical past.
The main purpose of this perspective is to ensure that the introduction of historical education for preschool children, primary school students, and older grades becomes intellectually age-appropriate and enjoyable. The boring teaching model of history from the previous century can be transformed into an engaging and suitable approach for the contemporary educational needs of children in both regular and special education.
This book seeks to identify the meeting points of pedagogy, historical education, and cognitive psychology, to study modern educational models for historical thinking, and to propose educational patterns for approaching historical thinking in kindergarten and primary school. It aims to open the discussion about the placement of history teaching and historical education in the face of contemporary challenges facing the educational system, with respect for our culture and history.
This book, while tackling these challenges in search of scientifically substantiated answers, adopts an accessible writing style aimed at facilitating readers' understanding of scientific concepts, terms, and arguments. It is directed at prospective educators in pedagogical departments, active teachers, parents, and those with particular sensitivities and interests in history, education, and culture.
