Creative Humanities and Social SciencesIdentity, community and place

Children explore HASS by understanding themselves and others, places and time, and how communities connect.

Introduction

Humanities and Social Sciences often referred to as HASS helps children understand their world and their place within it. Howard and Mayesky (2022) describe this as the study of human behaviour and interaction in social cultural and environmental contexts. It is not just about history and geography facts but about developing a sense of identity and community. When children explore their family history or map their playground they are engaging in the foundational concepts of HASS. This fosters creativity by encouraging them to think critically about different perspectives and how people are connected.

Theories and Perspectives

The teaching of humanities is supported by social constructivist theory. Vygotsky argued that children learn through social interactions and their culture. By sharing stories and exploring traditions children build a sense of belonging which is central to the Early Years Learning Framework. We also look at the concept of temporal awareness which is a precursor to history. Howard and Mayesky (2022) note that young children start with concepts of now and not now before they can understand long ago. Place-based pedagogy is also important as it connects children to their local environment and Indigenous perspectives.

Resources, Materials & Cultural Tools

To explore these concepts you need resources that reflect diversity and the real world. This includes maps and globes to explore geography and clocks or calendars to explore time. Howard and Mayesky (2022) suggest using multicultural crayons and diverse dolls to help children represent themselves and others accurately. Books like Whoever You Are by Mem Fox are excellent for discussing similarities and differences. A family wall with photos of the children's families is a simple but powerful resource for building identity.

Geography & Time

  • Maps, globes, simple compasses
  • Clocks, calendars, personal timelines
  • Block-based mapping of local places

Identity & Diversity

  • Multicultural crayons and diverse dolls (Howard & Mayesky, 2022)
  • Family wall with photos of children's families
  • Books like "Whoever You Are" by Mem Fox

Place-Based & Indigenous

  • Local environment mapping and walks
  • Acknowledgement of Country resources
  • Community stories and objects

Age-Appropriate Learning Experiences

0 - 2 Years (Identity & Recognition)

Family Photo Book

Create a durable photo book for each infant containing pictures of their family members and pets. Sit with the child and look through the book naming the people. This helps develop a sense of identity and recognise familiar people which supports EYLF Outcome 1.1 where children feel safe secure and supported.

Howard & Mayesky, 2022, EYLF Outcome 1.1

Mirror Play

Provide a low unbreakable mirror. Encourage the infant to look at themselves and then look at you. Play simple imitation games to show that I am me and you are you. Adapted from Howard and Mayesky (2022) regarding self-concept this builds early self-awareness and social recognition linking to EYLF Outcome 1.3 where children develop knowledgeable and confident self-identities.

Howard & Mayesky, 2022, EYLF Outcome 1.3

2 - 3 Years (Place & Social Roles)

My House Block Play

In the block corner provide photos of different types of houses including the children's own homes. Encourage them to build a house for a doll using the blocks and ask them who lives in their house. This explores the concept of place and different ways of living which connects to EYLF Outcome 2.1 where children develop a sense of belonging to groups and communities.

Howard & Mayesky, 2022, EYLF Outcome 2.1

Dressing Up

Provide a dress-up box with clothes from different cultures and occupations such as a sari a builder's vest or a chef's hat. Allow children to role play different people in their community. Adapted from Howard and Mayesky (2022) regarding social roles this explores different social roles and cultural diversity through play linking to EYLF Outcome 2.2 where children respond to diversity with respect.

Howard & Mayesky, 2022, EYLF Outcome 2.2

3 - 5 Years (Mapping & Culture)

Making a Map

After a walk around the playground provide large paper and markers. Ask the children to draw a map of the playground showing where the slide and sandpit are. They can use blocks to represent the equipment first. This activity develops spatial awareness and symbolic representation of place linking to EYLF Outcome 4.4 where children resource their own learning through connecting with people and place.

Howard & Mayesky, 2022, EYLF Outcome 4.4

Cultural Cooking

Invite a parent to come in and cook a traditional dish with the children. Discuss the ingredients and where the recipe comes from then share the food together at a communal table. This allows children to experience and respect diverse cultural practices which links to EYLF Outcome 2.2 where children become aware of fairness and respect for diversity.

Howard & Mayesky, 2022, EYLF Outcome 2.2

6 - 8 Years (Chronology & Economics)

Personal Timelines

Ask children to bring in three photos one as a baby one as a toddler and one from now. Have them arrange the photos in order on a piece of paper and write a sentence about what they could do at each age. Adapted from Howard and Mayesky (2022) regarding temporal awareness this helps understand chronology and personal history linking to the Australian Curriculum for HASS regarding how they and their family know about their past.

ACARA HASS, Howard & Mayesky, 2022

Needs vs Wants

Provide a pile of pictures showing items like water toys food and video games. Ask children to sort them into two groups Needs which are things we must have to survive and Wants which are things we would like to have. This introduces basic economic concepts of needs and choices linking to the Australian Curriculum for HASS.

ACARA HASS, Howard & Mayesky, 2022

See full references on the References page.