Teachers’ perspectives about the introduction of history in the foundation phase.

Masters Degree. University of KwaZulu-Natal, Durban.Although History is making a comeback in the schooling system of South Africa it does not occupy a prominent place in all Phases. This study was motivated by History being implemented as a compulsory subject in 2023 from Grades ten to 12. Added to this is my personal observations as a teacher of how young children learn History. This study sets out to explore the possibility of History being taught to young children. Literature does indicate that they do have the capabilities of understanding certain aspects of History, however, there is a lack of literature in South Africa about the teaching of History to Foundation Phase children. This study, therefore, tries to close that gap by investigating teachers’ perspectives about introducing History to young children in schools. This qualitative research study was therefore carried out with the purpose of exploring Foundation Phase teachers’ perspectives about the introduction of History in the Foundation Phase. This study aimed to also look at the possibility of History becoming a part of the curriculum in the Foundation Phase. Hence the historical learning theory of Bruner (1960) was used to understand teachers’ perspectives on the introduction of History in the Foundation Phase because Bruner (1960) believes that difficult and complex material can be understood by young children if the subject matter is structured and presented appropriately. The study employed the interpretive paradigm and a case study research design was used. Subsequently, convenient and purposive sampling were used to identify participants. Participants were nine Foundation Phase teachers from three primary schools in KwaDukuza in KwaZulu-Natal. Data was gathered using semi-structured interviews. All participants interviewed indicated that History should be taught to young children as History could be integrated with subjects like English, Mathematics, Music, Dance, Drama, Art, Physical Education and Life Skills in the Foundation Phase. Teaching local History was given preference over teaching History of a global nature by participants. Linking History topics to themes taught during Life Skills was strongly emphasized. The overall findings do offer greater insight into the possibility of History being taught in the Foundation Phase. Numerous recommendations were made as a proposal for the introduction of History in the Foundation Phase. Participants stated that History should be taught as a standalone subject or as part of Beginning Knowledge during the Life Skills period in the Foundation Phase. History should also be integrated with other subjects in the Foundation Phase timetable as continuously revisiting a topic reinforces learning in young children. Participants also proposed that they should be sent for workshops and training so that they could become familiar with the methodology and curricula of History before the introduction of the subject in schools. The findings of this study are intended for use by Foundation Phase and History curriculum planners to look at the possibility of introducing History in the Foundation Phase level, provide curriculum planners with the opportunity of developing suitable curricula for the Foundation Phase and to instil in young children a love for History