Back to the Present

The early elementary years have many wonderful social studies topics to explore - like citizenship, present cultures around the world, and economics. As an educator, I am bewildered by the fact that so many homeschool curricula bypass these topics and put such an emphasis on ancient cultures and civilizations. Emphasizing ancient cultures presents children with content that is beyond their ability to comprehend, contains mature themes and topics, and focuses on memorization instead of understanding.

Beyond Their Ability To Comprehend

History is an abstract concept that cognitive psychologists tell us is difficult for young children to comprehend. Dr. Bredekamp of the National Association for the Education of Young Children (NAEYC) had this to say about teaching first-graders about the ancient civilizations of Egypt, Greece, and Rome:

"Based on research about how and when young children acquire understanding of history, teachers have legitimately questioned whether this content is more appropriate for older children and whether the limited time in first grade is better spent on other fundamental learning. These same teachers know that no matter what instructional technique they use, 6-year-olds will have difficulty fully understanding this content. If tested for understanding following considerable instruction, they will be able to repeat numerous facts but they will still think that ancient civilization was when their Daddy was a little kid or when dinosaurs were alive."

Start with the Basics

Pyramids and mummies are fascinating. Children will always enjoy hearing stories about them. Without an understanding of the concepts of culture and community, however, it is impossible for a kindergartner to comprehend what an ancient culture actually is.

I have a son that is in kindergarten. I want a social studies curriculum that starts with his own community, introduces him to the basic economic principles of goods and services, discusses how workers in the community contribute to the well-being of the community, encourages him to locate examples of natural and human resources, and discusses the responsibilities of citizens. Once this foundation is laid, I want him to understand that there are different types of communities and cultures in different parts of the world and that people around the world have similarities and differences. These conceptual understandings will provide a firm foundation of understanding required to fully comprehend and appreciate ancient cultures in future years.

Teach for Understanding

Teaching ancient civilizations to your five or six year-old is like teaching them about cell biology before they understand the needs and growth patterns of plants and animals.

Could a bright five year old memorize the parts of a cell and their functions? – Yes.

Would he enjoy looking in a microscope at onion cells? – Of course he would.

Would either of these things have any meaningful significance before he understands that plants and animals grow, change, and have needs that must be met? – Probably not.

Teaching for understanding is the most important thing we can give our children, not a plethora facts and figures.

Is it a more meaningful activity for a kindergartener to look at a map of Ancient Egypt, or is better to teach the concept of “mapping” by having your kindergartener map her own room and then map her street? When studying economics of a community, is it more beneficial to let your child “work” to earn money and then practice using money in exchange for goods at the local dollar store or to discuss how people in ancient Rome bartered for goods and services?

A Moral Dilemma

In addition to considering our children’s cognitive development, we must also pay close attention to their emotional and moral development. Young children are very impressionable and may not be able to process and understand themes of war, murder, tyrannical rulers, and weapons. These themes are unavoidable when teaching ancient cultures in depth. I choose to protect my children from these realities while they are still young.

One first grade homeschool curriculum instructs parents to let their “young child recreate the [Boston] massacre using toy soldiers or even colored legos, red for the Lobsterbacks!” This activity is simply inappropriate for young and impressionable minds.

Gifted children often have a high degree of emotional sensitivity and may dwell on unpleasant things that they learn. We must be very careful about the content we are teaching our young children. They deserve to be protected.

Conclusion

There is an age where ancient cultures can be a fascinating and appropriate topic of study, however, that age is not five or six. Unfortunately, many people believe that they are making their children “smarter” and more advanced because they are learning about ancient civilizations. Teaching for deep and real understanding, however, will give your young child the tools she needs to eventually understand both her own and ancient cultures.

There are so many great resources, fascinating and diverse people, and ways that we can help improve our own communities. These experiences make learning real and relevant for your child. Make the time to go experience your community with your child. You will be amazed by what you both will learn.