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.
Published Version
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