Building History: Project-Based Pedagogy for Cultural Heritage in Early Childhood Education
DOI:
https://doi.org/10.58955/jecer.156299Keywords:
early childhood education, project-based learning, cultural heritage, historical understanding, preschool, playAbstract
This article explores how project-based learning can support young children’s engagement with cultural heritage and national history in early childhood education. Drawing on a two-month case study in a Norwegian preschool, the study examines how children aged 3–6 participated in an interdisciplinary project inspired by Thor Heyerdahl’s 1947 Kon-Tiki expedition. Central to the project was the collaborative building of a large replica raft using everyday materials, a process that became a platform for exploration, dialogue, and imaginative play. Through this hands-on work, along with storytelling, arts and crafts, AI-generated narratives, and a museum visit, children engaged with historical themes in developmentally meaningful ways. Using qualitative methods including episodic observation, teacher interviews, and reflective dialogue, the study investigates how pedagogical strategies such as scaffolding, multisensory learning, and open-ended dialogue supported participation, creativity, and emerging historical awareness. The findings highlight how narrative, material, and imaginative experiences helped children explore concepts such as time, exploration, and aspects of cultural heritage. The study contributes to early childhood research by offering a model for integrating historical learning into preschool pedagogy through creative, participatory, and context-sensitive project work.
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