Should history education begin in kindergarten? Investigating the social representations of prospective and currently employed educators regarding the introduction of children in early childhood to history education

Abstract

This ​paper​ presents research related to the perspectives and social representations of both prospective and currently employed educators regarding the ​introduction of​ kindergarten and primary education children to history education. The research was carried out using the Thematic Analysis​ method,​ and ​comprises qualitative data​. The results of this research ​study ​show that educators are influenced by their social representations regarding the type and form of history education, as well as by their education. Social representations shape their perceptions on the ​appropriate ​age for introducing children to history education. This paper presents the theoretical background of the research, its purposes, research strategies, methodology, the results and their analysis, and a final ​section ​for discussion and conclusions.