HUMANITIES & SOCIAL SCIENCE

Humanities and Social Sciences (HASS) gives children the opportunity to explore identity, culture, connections and community. Storytelling, mapping exercises, and drama allow for the development of empathy, respect, and positive personal and global identity association. Furthermore, HASS experience offers the potential for creativity as well, as reflection, questioning and imaginative play are encouraged. In addition, HASS sets the foundation for social awareness and social responsibility, beyond realms in which children currently exist. According to Isbell and Yoshizawa (2016), when young children are exposed to HASS concepts, they become more aware and considerate citizens who communicate with kindness and emotively with people and places both familiar and foreign. Therefore, HASS is learned through play in order to establish these foundations as formative for historical, geographical, and political and economic interaction.

Theories & Perspectives

Humanities and social sciences as a process of educated play and learning is supported through Vygotsky's sociocultural theory; children rely on cultural tools of the community to learn what's best. Thus, through play and connected texture, dialogue, and relatedness, children learn how to communicate through storytelling and dramatic exercise. Similarly, Dewey's experiential learning theory applies here; children learn best about the world when they experience it with others, explore variation, and reflect upon the outcomes. There are many creative HASS activities role playing events, mapping games, exploration of cultural traditions, that allow for a little fantasy with reality (Howard & Mayesky, 2022). Therefore, the connection between creativity and learning about the social world is paramount; it's how children learn about themselves as transformed citizens and others.

Resources and Technologies

Resources that promote learning for HASS include maps, globes, puppets, multicultural artifacts and storybooks for dramatization. Dramatic play resources in the classroom post office kits, dress-ups for community relevance, food from various cultures can help facilitate role playing. Technology Google Earth or family photo slideshows can help explore other places or people. “All About Me” posters or family trees can help children learn about themselves. Resources that promote HASS allow for creative storytelling opportunities, learning about diverse cultures and developments of personal appreciation and awareness foster community, identity constructs, and social values (Howard & Mayesky, 2022). When children learn valuable HASS through creative resource endeavors, they become driven, educated and empathetic.

Learning Experiences

0-2 Years:

  • Family Photo BasketBabies look through family photos, learning about their identity and family connections.
  • Mirror PlayInfants explore reflection and emotional attachment via mirrors.

    • 2-3 years:

  • Dramatic Play - Helpers Toddlers dress up like emergency responders and learn about community helpers' roles.
  • Where I Live Book Children look at simple books created with pictures of their houses/homes and neighbourhoods.

    • 3-5 years:

  • Culture TableChildren bring in items from home to show family traditions.
  • Mapping Our Classroom Children draw a map of the classroom where they learn.

    • 6-8 years:

  • Timeline of MeChildren make a timeline of events that created their identity.
  • Virtual Tour Google Earth explores local landmarks, discussing what it means to be part of a community.

    • Critical Reflection

    I found "Culture Table" and "Timeline of Me" to be strong learning experiences across Humanities and Social Sciences because children could relate to their lives and learn deeply meaningfully. Children were excited to share family relics, traditions even photos and stories as they developed empathy, understanding, and cultural awareness. Even the younger ones started to understand what they could give the world while the older ones reflected on their history creatively and proudly. One challenge was making sure all responses were respectful, as not all families have the same cultures as the friends in the classroom. I'd implement expectations for respectful discussion beforehand. One thing that did not work was how some struggled to connect time-related components to some sections of their timelines. Next time, I'd create visuals and have a separated community timeline to help guide this learning. As Isbell and Yoshizawa (2016) explain, HASS allows children to communicate with themselves and others through inquiry and discovery. This taught me that as an educator, critical thinking skills about one's world must be developed. I would blend more HASS opportunities into daily routines morning meeting discussions or group readings to be engaged in fostering a daily appreciation for themselves, peers, and communities.