"Social studies" refers to the study of people
and cultures. Between the ages of three and five, young children begin
to gain an understanding about the country they live in, the past,
the relationships between people, and the relationships between us
and the planet we live on.
The five foundations of Social Studies
are listed below.
(To view a short clip from the video, click
on the appropriate graphic):
History
Young children are not ready to fully understand
the concept of history. They are just beginning to be aware of the
concept of time.

Civics and Government
Young children can begin to understand that
they are citizens of their school, community, and country and what
it means to be a responsible active citizen.

Geography
Young children are just beginning to learn
how they relate to other people and to things. The beginning of
children's understanding of location is an awareness of their own
body and how much space it takes up.

As young children learn about the weather,
plants, roads, and buildings that are part of their neighborhood,
adults can help them become aware of the ways in which other places
may differ.

As young children become aware of how people
interact with the world around them, they may begin to understand
how the weather and climate affect their lives.

For most young children, family is a concept
with which they are familiar. Through conversation and dramatic
play, children explore the roles of family members.

People can change the way they live in order
to adapt to their environment. Adults can talk to children about
the environment and what people can do to protect it.

Economics
Economics includes the ways in which families
and communities work together to meet their basic wants and needs.

Individuals, Society
and Culture
Young children may begin to notice similarities and differences
between themselves and others. Adults who give children opportunities
to interact with many other children help strengthen interpersonal
skills such as sharing, taking turns, and treating others well.

|