A Sociocultural Perspective on Children’s Understanding of Historical Change: Comparative Findings From Northern Ireland and the United States

In order to investigate elementary children’s understanding of historical time, we conducted open–ended interviews with 58 children from kindergarten through sixth grade. In order to overcome the limitations of previous research in this area, we asked children to place pictures from various periods of American history in order and to talk about their reasoning. We found that even the youngest children made some basic distinctions in historical time and that those became increasingly differentiated with age. Dates, however, had little meaning for children before third grade, and, although third and fourth graders understood the numerical basis of dates, only by fifth grade did students extensively connect particular dates with specific background knowledge. At all ages, children’s placement of most pictures revealed substantial agreement with one another and with the correct order; this agreement indicates a significant body of understanding of historical chronology. History instruction in the elementary grades, then, might productively focus on helping students refine and extend the knowledge they have gained about history; information which relies on dates, however, is unlikely to activate their temporal understanding.