scholarly journals Relevance of Social Studies Curriculum Content for Enhancing Responsibility among Preschool Children in Nairobi County, Kenya

2018 ◽  
Vol 5 (2) ◽  
pp. 205
Author(s):  
Ganira Khavugwi Lilian ◽  
Odundo Amollo Paul ◽  
Gatumu Jane C ◽  
Muasya Juliet Njeri
Keyword(s):  
Preschool Children ◽  
Social Studies ◽  
Sense Of Belonging ◽  
Social Issues ◽  
Preschool Teachers ◽  
Curriculum Content ◽  
Social Studies Curriculum ◽  
The Social ◽  
Civic Practice ◽  
Just Society

Relevance of preschool social studies curriculum content develops learners’ sense of belonging to the community and country for effective cohesiveness. Sense of belonging is achieved through inculcating right dispositions for reinforcing responsive, efficient and effective individuals in preparation for citizenship in adulthood. Nurturing sense of responsibility among learners creates skilled and informed individuals sensitive to social issues who effectively nurture cohesiveness as participants in a just society. The study was informed by evaluation research model using both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework informed the study in determining relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County. Evaluating social studies curriculum content was drawn from ‘neighborhood, my school and healthy practices’ as key determinants of responsible citizens within a community. The target population was 98 preschool teachers purposely sampled from 211 preschools. Questionnaire for preschool teachers were used as the main data collection instrument. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that social studies curriculum content is relevant in enhancing responsibility among preschool children. The study recommends that teachers should plan, design class environment and the social studies instruction in ways that cultivate effective civic practice of responsibility.

scholarly journals Social Studies Curriculum Content, and Respect among Preschool Children in Nairobi County, Kenya: Focusing on Relevance.

2018 ◽  
Vol 5 (7) ◽  
pp. 4842-4848
Author(s):  
Ganira Khavugwi Lilian ◽  
Odundo Amollo Paul ◽  
Gatumu Jane.C ◽  
Muasya Njeri J.
Keyword(s):  
Preschool Children ◽  
Social Studies ◽  
Preschool Teachers ◽  
Evaluation Research ◽  
Target Population ◽  
Point Of View ◽  
Curriculum Content ◽  
Social Studies Curriculum ◽  
Personal Lives ◽  
School Activities

Social studies curriculum develops opportunities for learners to interact and address multiple and diverse perspectives on a variety of issues, enriching social and personal lives for a democratic society. Formation of social interactions and engagements enable learners to acquire and apply dispositions for shaping character as respectful citizens. Ability to recognize people in school, activities and care for property would enable learners nurture sense of respectfulness for social integrity. The study adopted an evaluation research model based on both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework was used to determine relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County.  Neighborhood, my school and health practices were singled out in this study. The target population was 98 preschool teachers purposely sampled from 211 preschools. Questionnaire for preschool teachers were used as the main data collection instruments. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that social studies curriculum content is relevant in enhancing respect among preschool children.  The study recommended that teachers should create a learning environment for learners to listen to each other’s point of view, contribute own ideas and appreciate diversity.  For policy the study recommended that structures that encourage respect as a value should be included in school missions and visions for learners to imitate

History and Social Studies Curriculum

2020 ◽  
Author(s):  
Wayne Ross
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Issues ◽  
Social Studies Education ◽  
School Curriculum ◽  
Curriculum Standards ◽  
Social Studies Curriculum ◽  
The Core ◽  
The Social ◽  
Widespread Agreement

Social studies education has had a turbulent history as one of the core subjects in the school curriculum. The fundamental content of the social studies curriculum – the study of human enterprise across space and time –however, has always been at the core of educational endeavors. It is generally accepted that the formal introduction of social studies to the school curriculum was instigated by the 1916 report of the National Education Association’s Committee on Social Studies, which emphasized development of citizenship values as a core aim of history and social science education. Earlier commissions of the N.E.A. and American Historical Association heavily influenced the Committee on Social Studies recommendations. The roots of the contemporary social studies curriculum, therefore, can be traced to two distinct curriculum reform efforts: the introduction of academic history into the curriculum and citizenship education. There is widespread agreement that the aim of social studies is citizenship education, that is the preparation of young people so that they possess the knowledge, skills, and values necessary for active participation in society. This apparent consensus, however, has been described as almost meaningless because social studies educators continue to be at odds over curricular content as well as the conception of what it means to be a good citizen. Since its formal introduction into the school, social studies curriculum been the subject of numerous commission and blue-ribbon panel studies, ranging from the sixteen-volume report of the American Historical Association’s Commission on Social Studies in the 1930s to the more recent movement for national curriculum standards. Separate and competing curriculum standards have been published for no less than seven areas of that are part of the social studies curriculum: United States and global history, economics, geography, civics, psychology, and social studies. Social studies curriculum is defined a lack of consensus and has been an ideological battleground with ongoing debates over its nature, purpose, and content. Historically there have been a diverse range of curricular programs that have been a prominent within social studies education at various times, including the life adjustment movement, progressive education, social reconstructionism, and nationalistic history. The debate over the nature, purpose, and content of the social studies curriculum continues today, with competing groups variously arguing for a social issues approach, the disciplinary study of history and geography, or action for social justice as the most appropriate framework for the social studies curriculum.

scholarly journals What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

2019 ◽  
Vol 11 (2) ◽  
pp. 142-158 ◽  
Author(s):  
Simon Eten Angyagre ◽  
Albert Kojo Quainoo
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
African Country ◽  
Global Citizenship ◽  
Social Studies Curriculum ◽  
Critical Dimensions ◽  
Global Citizenship Education ◽  
The Social ◽  
Sub Saharan ◽  
School Curricula

A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.

scholarly journals PENGINTEGRASIAN MATERI ISLAM DI INDONESIA DENGAN HASIL KEBUDAYAAN ISLAM (GREBEG SURO DI JIPANG, CEPU, BLORA, JAWA TENGAH)

2020 ◽  
Vol 3 (2) ◽  
pp. 126
Author(s):  
Fitriah Hanim ◽  
Sariyatun Sariyatun
Keyword(s):  
Social Studies ◽  
Social Science ◽  
School Curriculum ◽  
Social Attitudes ◽  
Local Culture ◽  
Social Studies Curriculum ◽  
Mutual Cooperation ◽  
Historical Material ◽  
The Social

Social Science lessons that have been in the school curriculum only exemplify and discuss material globally or nationally. And students pay less attention and are less interested because the scope is not in their environment. From these problems, in the social studies curriculum it is necessary to add local historical material related to the local culture. Which in this case is the national material on Islamic material in Indonesia and its cultural results, the example of that culture can be exemplified is Grebeg Suro Jipang. It is expected that from studying this material, students know the benefits of learning to preserve and can benefit from learning, at least from the meaning of the grebeg, the attitude that can be learned is social attitudes such as mutual cooperation, cooperation, and sharing with others. Nor do spiritual attitudes like gratitude.  

The Phenomenon of Peace in the Social Studies Curriculum in Turkey and Greece

2015 ◽  
pp. 308-319
Author(s):  
Oğuzhan Karadeniz ◽  
Beytullah Kaya
Keyword(s):  
World War Ii ◽  
Social Studies ◽  
Current Status ◽  
World War ◽  
Social Studies Curriculum ◽  
The Past ◽  
The Social ◽  
Conceptual Changes

In this chapter, the phenomenon of peace in the social studies curriculum is examined in the context of Turkey and Greece. The formation of the social studies curriculum and conceptual changes in programs in Turkey related with Greece is investigated. The studies that have been initiated after World Wars to prevail the perception of peace in Social Studies and History lessons are reviewed. The current status of the curriculum shows an attempt put forward by examining historically the studies initiated by UNESCO after World War II in order to eliminate the phenomenon of hostility in the textbooks which also include Turkey and Greece. Due to the nature of the study described in this chapter, the method of scanning was used. As a result of the study, it has been observed that the phenomenon of peace hasn't been given enough space, but there have been obvious positive regulations than those in the past. In this context, a continuation of the studies related with the phenomenon of peace which are included in the curriculum is suggested.

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