Abstract
This study examines the conception of heritage—holistic or traditional—among future early-childhood and primary teachers. In order to do this, our objective was to analyze trainee teachers’ perceptions surrounding the conception of heritage. To carry out the analysis, we designed and validated a questionnaire with closed-ended questions (Likert scale 1–5) and one open-ended question about the elements that respondents considered to be part of what we define as heritage. The participants (n = 602) study at the universities of Alicante, Murcia, and Córdoba, and the investigation took place during 2018/19 and 2019/20 academic years. The results show a traditional conception that is still attached to immovable monumental heritage, with lower scores for intangible and natural heritage. However, there were some high scores for traditions and popular festivals, which are a frequent educational resource in early-childhood and primary classrooms. In conclusion, this non-holistic conception of heritage could be changed if an active and varied use of heritage resources were introduced from the early stages of education.
Highlights
IntroductionIn different contexts and situations, a supplemental or auxiliary educational resource for social sciences teaching [1]
Heritage has remained, in different contexts and situations, a supplemental or auxiliary educational resource for social sciences teaching [1]
The national law that governs this educational stage throughout the state is Royal Decree 2/2006, and it quotes textually concepts such as folklore, customs and cultural manifestations, as a mandatory content to work in these years
Summary
In different contexts and situations, a supplemental or auxiliary educational resource for social sciences teaching [1]. In the Spanish educational system, heritage is included in the regulations of the early-childhood education stage and primary stage. In the case of early-childhood education, it should be noted that it is a non-compulsory stage, more than 97% of children under 6 years old are enrolled in this educational stage [5]. The national law that governs this educational stage throughout the state is Royal Decree 2/2006, and it quotes textually concepts such as folklore, customs and cultural manifestations, as a mandatory content to work in these years. The national law for the Primary stage, Royal Decree 126/2014 makes express mention of heritage within the contents to work for this educational stage. It is necessary to mention that these regulations are complemented by the decrees of each of the regions where the curriculum is settled
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