"Oh, That's a Tricky Piece!": Children, Mediated Action, and the Tools of Historical Time

Abstract

This article reports findings from a study of elementary children's understanding of historical time. The research, conducted in Northern Ireland, involved interviews with 117 students (most in pairs), ages 6-12, in which they were asked to arrange historical pictures in chronological order and to explain their arrangements. Children were familiar with key aspects of historical time and were able to draw on a range of relevant background knowledge, but their understanding was not based on chronological historical narratives, nor did it depend on acquaintance with conventional dating systems. Instead, students relied on 2 effective cultural tools (use of factual information about material history, and their own experiences) and 2 ineffective ones (looking for examples of progress or development, and anchoring and adjustment). These findings suggest that educators should not wait for students to "develop" an understanding of historical time but should give children the chance to learn about life during a variety of historical periods.