Abstract
As a means of reforming the social studies curriculum in early childhood education, some have suggested replacing the typical here-and-now, expanding communities approach with the study of history presented through story and myth. Such study, they argue, is more likely to interest children and entice them to acquire the knowledge, skills, and attitudes required of citizens in a democracy. Rather than revolving around stories and myths, however, the study of history should focus on concepts considered key to the field and on children's understanding of these concepts. Only as children are able to construct everyday or spontaneous concepts of history during their early years will they be ready later to learn the complex scientific concepts characterizing the field of history.
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