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ERIC Number: ED322037
Record Type: RIE
Publication Date: 1990
Pages: 41
Abstractor: N/A
"I Prefer Success": Subject Specificity in a First Grade
Levstik, Linda S.; Yessin, Ruby
Research on restructuring domain-specific knowledge suggests that inferences made by a learner are based more on what and how concepts are structured and organized in particular domains than on the age of the learner. In this view, it is possible for children to operate more expertly in a particular area than could be explained by global stage or the "expanding environment" theories. Therefore, it is crucial to understand how domains are structured and organized in classrooms, and the ways in which children respond to those structures. This paper discusses the nature of history instruction in a nontraditional first grade classroom and is based primarily on classroom observation. The class operates from what the teacher identifies as a "whole language" perspective in which cross-disciplinary thematic units are the focus of instruction. The teacher teaches from what is labeled a "perspective of care." Historical content is specifically structured to emphasize personal response, ways of "finding out," and the development of ethical/moral sensibilities. Among the conclusions drawn are that history, can be shaped to particular forms and structures in the classroom based on the teacher's conception of history, and that even very young children can begin to develop the interest and understanding that lead to mature historical thinking. A list of references is included. (DB)
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).