Using artefacts to teach historical thinking skills to young children

This chapter draws on a case study that applies the constructivist learning theories of Piaget, Vygotsky and Bruner to investigate ways in which young children can actively engage with historical artefacts. Teaching strategies include an integrated curriculum, site visits, teaching abstract concepts and, most importantly, whole class teaching which models historical enquiry through discussion. Data of pupil responses to previously unseen artefacts are collected at the end of each of four five-week units, through individual paper and pencil tests and recorded group discussions. These are assessed using a ten point assessment scale based on previous research and related literature. Statistical analyses found a continuous increase, over 4 units, in the quality of deductions and inferences about artefacts made by pupils taught using these teaching strategies.