Not by the book: the teaching of history in Norwegian kindergartens

The study investigates how the subject area of history is incorporated into kindergartens in Kristiansand. The researcher focuses on how historical topics, such as local history and museum visits, can contribute to children’s understanding of time and belonging in the local community. In addition, the research assesses the extent to which kindergartens use everyday situations and activities to convey historical content to children.

The results show that history is not an explicit topic in kindergarten, but that local history, museum visits and celebrations such as National Day often contain historical elements that can strengthen children’s sense of belonging to the local community. Although the annual plans provided limited information on historical content, the interviews showed that employees often used local stories and cultural elements to promote the children’s understanding of the past. History was used to stimulate curiosity and strengthen a sense of identity in the children, but the degree to which this was systematically integrated varied. Sámi cultural traditions and religion were also included as part of the historical dissemination in the kindergartens.

Data were collected through systematic reading of the annual plans of the kindergartens in Kristiansand, as well as interviews with kindergarten staff. The review of the annual plans sought to identify possible historical elements, while the interviews provided comprehensive insight into the actual presence of history in everyday kindergarten routines. A total of six interviews were conducted, which helped to understand what activities could be considered historical and how these were experienced in practice.

Redvaldsen, D. (2023). Not by the book: the teaching of history in Norwegian kindergartens. History Education Research Journal, 20(1), 1–13.