Humanities and Social Sciences
Introduction and Significance
ECE requires humanities and social sciences. Such topics make the child identify with the universe in which he/she lives and also be socially conscious of things happening around. With the help of domains, learners develop an interest in people, societies, and environments that are outside them. It is through families, communities, and cultures that children gain their knowledge on how they fit in the world. This will enable them to be appreciative of diversity. Children studying these subjects have an opportunity to get in touch with each other and elaborate their social skills, ability to think and be emphatic, to reason. They establish the premises of preceding education.(EDF5854 - Early Childhood and Primary Humanities and Social Sciences - Monash University, 2020)
Creativity Theories and perspectives
Humanities and social sciences in early childhood learning and education allows creativity by exploring the lives of others, historical periods, and the way societies work. The Sociocultural Theory is represented by Lev Vygotsky states that social interaction is massive on the cognitive and creative development. Vygotsky explained that children were able to get creative and express their vision by discussing the conversation groups, stories, and role-plays with their peers together. Critical thinking and the ability to work out problems are encouraged by working together on diverse instances of learning, in which critical thinking is possible.
The Theory of Cognitive Development developed by Jean Piaget focuses on active construction of knowledge by children via their interaction with the environment in regard to the humanities and social sciences Culture, history and society can be learned when children are exposed to the narrative form visualizations. This will increase their creativity. Children reflect on the past, the present and the future; they give critical thought to things, and this aids them to comprehend and articulate new ideas and in cognitive development.
Resources, Materials, and Digital Technologies
Resources:
Books and tales, which depict other cultures, past eras, and social structures.
Images such as maps, diagrams and cities that portray the various cultures and communities.
• Use of and clothing to enable children to play roles they have to perform in the society.
Materials:
Figures, dolls and community models and mirror to illustrate the different expressions such as joy happiness sad etc and positions in the society.
Children to use art materials to develop family, community and cultural traditions structures and art such as making family tree
• Artifacts or replications of historical problem-solving and eliciting curiosity and discussions about the past. Digital Technologies:
Us the apps such as Google Earth to discover fields of map, geography and the world cultures.
Mainly educational websites like PBS Kids or National Geographic Kids, with information on history and culture, as well as society.
Online tours to museums and interactive games learning history of events, art and culture of the world. https://pin.it/1ZA5CtFMg
Learning Experiences examples
0-2 years: Present young kids with easy books representing different families and groups and make them accept diversity.
2-3 years: Ask children to discuss their lives in their families and communities and share their experience.
3-5 years: Hold role-playing games so that children can discover various jobs and social roles in the community.
6-8 years: You should teach them about the cultures in different parts of the world by telling stories and creating artworks.
learning Experience
0-2 years= Reflective Play & Recognition of Emotion
Showing facial expressions using baby-safe mirrors.
Call emotions: happy, sad, surprised and so on.
2-3 years= Photo Books That Families need
Create a little photograph album of family, community or places.
Talk about people and relationships using it.
3-5 years= Introduce early geography with picture and tales about other kids elsewhere in the world.
Critical Reflection and Evaluation
As far as my strengths are concerned, I would want to establish an atmosphere where children are allowed to discuss about the society and culture. I include the courses of humanities and social sciences into the curricula to stimulate conversations, thoughts and creativity (Berk, 2012). This technique not only makes children learn about the social problems but also makes further contributions in empathy and innovation to be a productive part of the society.