672
Views
0
CrossRef citations to date
0
Altmetric
Articles

Cultural heritage in early childhood education: a systematic review

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Aerila, J. A., M. L. Rönkkö, and S. Grönman. 2016. “Field Trip to a Historic House Museum with Preschoolers: Stories and Crafts as Tools for Cultural Heritage Education.” Visitor Studies 19 (2): 144–155. doi:10.1080/10645578.2016.1220187.
  • Akamca-Özyılmaz, G., R. Yıldırım Günseli, and M. Ellez. 2017. “An Alternative Educational Method in Early Childhood: Museum Education.” Educational Research and Reviews 12 (14): 688–694. doi:10.5897/ERR2017.3145.
  • Anderson, D., B. Piscitelli, K. Weier, M. Everett, and C. Tayler. 2002. “Children’s Museum Experiences: Identifying Powerful Mediators of Learning.” Curator: The Museum Journal 45 (3): 213–231. doi:10.1111/j.2151-6952.2002.tb00057.x.
  • Aslan, Z., and M. Ardemagni. 2006. Introducing Young People to the Protection of Heritage Sites and Historic Cities. https://www.iccrom.org/publication/introducing-young-people-heritage-site-management-and-protection.
  • Baker, K. 2013. “Information Literacy and Cultural Heritage: A Proposed Generic Model for Lifelong Learning.” In Information Literacy and Cultural Heritage, 117–133. doi:10.1016/B978-1-84334-720-0.50005-2.
  • Barghi, R., Z. Zakaria, A. Hamzah, and N. H. Hashim. 2017. “Heritage Education in the Primary School Standard Curriculum of Malaysia.” Teaching and Teacher Education 61 (1): 124–131. doi:10.1016/j.tate.2016.10.012.
  • Bell, D. 2010. “Five Reasons to Take Young Children to the Art Gallery and Five Things to do When You Are There.” Australian Art Education 33 (2): 87–111. https://search.informit.org/doi/pdf/10.3316informit.431274048166183?download=true.
  • Bergan, V., I. W. Krempig, T. A. Utsi, and K. W. Bøe. 2021. “I Want to Participate—Communities of Practice in Foraging and Gardening Projects as a Contribution to Social and Cultural Sustainability in Early Childhood Education.” Sustainability 13), doi:10.3390/su13084368.
  • Bourotzoglou, E. A. 2018. “Art, Cultural Heritage and Parent Counselling Activities, as Pioneering Practices for Kindergarten Class Management.” Journal of Contemporary Education Theory & Research 2 (1): 21–26. doi:10.5281/zenodo.3598462.
  • Clarkin-Phillips, J., V. Paki, L. Frean, G. Armstrong, and N. Crowe. 2012. “Exploring te ao Māori: The Role of Museums.” Early Childhood Folio 16 (1): 10–14. https://search.informit.org/doi/abs/10.3316informit.470565298359593 doi:10.18296/ecf.0146.
  • Cohen, L. E. 2009. “Exploring Cultural Heritage in a Kindergarten Classroom.” Young Children 64 (3): 72–77. http://lynnecohen.com/wp-content/uploads/2022/01/cultural-diversity.pdf.
  • Çulha-Özbaş, B. 2015. “İlköğretim Sosyal Bilgiler Derslerinde Kültürel Miras öğretimi [Cultural Heritage Education in Primary School Social Studies Lessons].” In Sosyal Bilgiler öğretimi (4. Baskı), edited by M. Safran, 744–763. Pegem Akademi.
  • Cullen, J. L., P. A. Haworth, H. Simmons, L. Schimanski, P. McGarva, and E. Kennedy. 2009. “Teacher-researchers Promoting Cultural Learning in an Intercultural Kindergarten in Aotearoa New Zealand.” Language, Culture and Curriculum 22 (1): 43–56. doi:10.1080/07908310802582511.
  • Dönmez, C., and C. C. Yeşilbursa. 2014. “The Effect of Cultural Heritage Education on Students’ Attitudes Toward Tangible Heritage.” Elementary Education Online 13 (2): 425–442. https://www.bibliomed.org/mnsfulltext/218/218-1596943209.pdf?1670252313.
  • Eryazıcıoğlu, E., and H. Cengiz. 2018. “An Evaluation Model For A Human Rights-Based Cultural Heritage System.” MEGARON / Yıldız Technical University, Faculty of Architecture E-Journal 13 (4): 636–650. doi:10.5505/megaron.2018.57441.
  • European Commission. 2011. ‘Early Childhood Education and Care: Providing All Our Children the World of Tomorrow.‘ European Commission. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2011:0066:FIN:EN:PDF.
  • European Commission. 2014. Eurydice Policy Brief. Early Childhood Education and Care 2014. https://www.eurydice.si/publikacije/Policy-Brief-Early-Childhood-Education-and-Care-2014-EN.pdf.
  • Feliu-Torruella, M., M. Fernández-Santín, and J. Atenas. 2021. “Building Relationships Between Museums and Schools: Reggio Emilia as a Bridge to Educate Children About Heritage.” Sustainability 13 (7): 3713–3722. doi:10.3390/su13073713.
  • Fuemana-Foa’l, L., L. Pohio, and L. Terreni. 2009. “Narratives from Aotearoa New Zealand: Building Communities in Early Childhood Through the Visual Arts.” Teaching Artist Journal 7 (1): 23–33. doi:10.1080/15411790802344371.
  • Grierson, E. 2011. “Art and Creativity in the Global Economies of Education.” Educational Philosophy and Theory 43 (4): 336–350. doi:10.1111/j.1469-5812.2009.00550.x.
  • Hall, S., and P. Du Gay1996. Questions of Cultural Identity. SAGE Publications. Sage.
  • Hedges, H., J. Cullen, and B. Jordan. 2011. “Early Years Curriculum: Funds of Knowledge as a Conceptual Framework for Children’s Interests.” Journal of Curriculum Studies 43 (2): 185–205. doi:10.1080/00220272.2010.511275.
  • Hidayah, N., and E. Waluyo. 2019. “The Use of Punakawan “Novel Graphic” for Increasing Early Childhood’s Knowledge About Cultural Heritage.” Early Childhood Education Papers 8 (1): 43–47. doi:10.15294/belia.v8i1.30655.
  • Hovdelien, O., and H. K. Sødal. 2022. “Religious Education in Secularist Kindergartens? Pedagogical Leaders on Religion in Norwegian ECEC Education in Secularist Kindergartens?” Religions Leaders on Religion in Norwegian ECEC 13 (3): 202–211. doi:10.3390/rel13030202.
  • Huizenga, J. C., G. T. M. ten Dam, J. M. Voogt, and W. F. Admiraal. 2017. “Teacher Perceptions of the Value of Game-Based Learning in Secondary Education.” Computers & Education 110: 105–115. doi:10.1016/j.compedu.2017.03.008.
  • Islamoğlu, Ö. 2018. “The Importance of Cultural Heritage Education in Early Ages.” International Journal of Educational Sciences 22: 19–25. doi:10.31901/24566322.2018/22.1-3.1064.
  • Ivon, H., and D. Kuščević. 2013. “School and the Cultural-Heritage Environment: Pedagogical, Creative and Artistic Aspects.” Center for Educational Policy Studies Journal 3 (2): 29–50. doi:10.26529/cepsj.238:10.25656/01:7985.
  • Jenson, K. 2018. “Early Childhood: Learning Through Visual Art.” He Kupu the Word 5 (3): 75–82.
  • Kıvanç, K. S., U. Zat, and O. B. Evren. 2012. Kültürel Miras Bilincinin Kazandirilmasi Için Okul Öncesi Ögretmenlerine Uygulanacak Eğitimin Dizaynı (Design of Education to be Applied to Pre-School Teachers in order to Gain Cultural Heritage Awareness). 13. Ulusal Turizm Kongresi Bildiri Kitabi (13. National Tourism Congress Proceedings), 205–233.
  • Köroğlu, Ö, H. Yıldırım-Ulusoy, and C. Avcıkurt. 2018. “Kültürel Miras Kavramına İlişkin Algıların Metafor Analizi Yoluyla İncelenmesi [Examination of Perceptions Regarding the Concept of Cultural Heritage through Metaphor Analysis].” Tourism Academic Journal 5 (1): 98–113.
  • Lave, J., and E. Wenger. 2004. Communities of practice. Learning, meaning and identity. https://valenciacollege.edu/faculty/development/teaching-learningacademy/documents/CommunityofPractice.pdf.
  • Logan, W. 2015. “Whose Heritage? Conflicting Narratives and top-down and bottom-up Approaches to Heritage Management in Yangon, Myanmar.” In Urban Heritage, Development and Sustainability, 256–273. Routledge.
  • López-Fernández, J. A., S. Medina, M. J. López, and R. García-Morís. 2021. “Perceptions of Heritage among Students of Early Childhood and Primary Education of Heritage among Students of Early Childhood and Primary Education.” Sustainability 13 (19): 1–16. doi:10.3390/su131910636.
  • Madondo, F., and J. Tsikira. 2021. “Traditional Children’s Games: Their Relevance on Skills Development among Rural Zimbabwean Children Age 3–8 Years.” Journal of Research in Childhood Education of Research in Childhood Education, 1–15. doi:10.1080/02568543.2021.1982084.
  • Mason, R., and E. Avrami. 2002. Heritage Values and challenges of Conservation Planning. Management Planning for Archaeological Sites, edited by M. J. Teutonico, and G. Palumbo, 13–26. Los Angeles: Getty Conservation Institute.
  • Ministry of Education. 2017. Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa.Earlychildhoodcurriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early Childhood-Curriculum-ENG-Web.pdf. Accessed 22 November 2022.
  • Müşerref, C. 2009. Kültürel Miras ve Müzecilik [Cultural Heritage and Museology]. https://teftis.ktb.gov.tr/Eklenti/1279,muserrefcanpdf.pdf?0.
  • Nguyen, K. N., and Q. A. Phan. 2021. “The Management of Minority Heritage: Critical Challenges to Vietnamese Catholic Heritage Seen from the Case Study of Bui Chu Cathedral.” International Journal of Heritage Studies 27 (7): 734–751. doi:10.1080/13527258.2020.1858139.
  • Nikielska-Sekula, K. 2019. “Migrating Heritage? Recreating Ancestral and new Homeland Heritage in the Practices of Immigrant Minorities.” International Journal of Heritage Studies 25 (11): 1113–1127. doi:10.1080/13527258.2019.1570543.
  • Nixon, G. 2017. The Magic of learning Stories. Educa. https://www.geteduca.com/blog/the-magic-of-learning-stories/.
  • Nuzzaci, A. 2020. “The Right of Children to Use Cultural Heritage as a Cultural Right.” Open Journal of Social Sciences 08 (04): 574–599. doi:10.4236/jss.2020.84042.
  • Nyota, S., and J. Mapara. 2008. “Shona Traditional Children’s Games and Play: Songs as Indigenous Ways of Knowing.” The Journal of African Studies 2 (4): 189–203. https://www.researchgate.net/profile/JacobMapara/publication/359903877_Shona_Traditional_Children's_Games_and_Play_Songs_as_Indigenous_Ways_of_Knowing/links/6255b2d5b0cee02d6966d2d3/Shona-Traditional-Childrens-Games-and-Play-Songs-as-Indigenous-Ways-of-Knowing.pdf.
  • Okutan, N. 2003. Erken Çocukluk Eğitimi Politikaları: Yaygınlaşma, Yönetişim ve Yapılar Toplantısı Raporu. [Early Childhood Education Policies: Dissemination, Governance and Structures Meeting Report]. Ankara: M.E.B., AÇEV, UNICEF ve Eğitim Reformu Girişimi.
  • Öztürk-Mutlu, H., H. Güngör, and G. H. Ogelman. 2021. “Okul Öncesi Dönemde Kültürel Miras Eğitimine İlişkin Öğretmen Görüşleri: Denizli İli Örneği Örneği [Teachers’ Views on Cultural Heritage Education in Preschool: The Case of Denizli].” Güncel Turizm Araştırmaları Dergisi 5 (1): 175–203. doi:10.32572/guntad.878268.
  • Patrick, J. J. 1992. Heritage Education in the School Curriculum: Defining and Avoiding the Pitfalls. In in Heritage Education Monograph Series (Wahington 1992).
  • Polat, Ö, and E. Aydın. 2020. “The Effect of Mind Mapping on Young Children’s Critical Thinking Skills.” Thinking Skills and Creativity 38: 1–14. doi:10.1016/j.tsc.2020.100743.
  • Post, C., Sarala, R., Gatrell, C., & Prescott, J. E. (2020). Advancing theory with review articles. Journal of Management Studies, 57 (2): 351–376. doi:10.1111/joms.12549.
  • Puskás, T. 2016. “Doing “Belonging” in a Swedish Preschool.” Early Childhood Folio 20 (1): 30–34. doi:10.18296/ecf.0021.
  • Puskás, T., and A. Andersson. 2017. ““Why Do We Celebrate … ?” Filling Traditions with Meaning in an Ethnically Diverse Swedish Preschool.” International Journal of Early Childhood 49 (1): 21–37. doi:10.1007/s13158-017-0182-8.
  • Puskás, T., and A. Andersson. 2021. “Preschool Teachers as Keepers of Traditions and Agents of Change.” EarlyYears 41 (2–3): 190–201. doi:10.1080/09575146.2018.1515892.
  • Ramayenda, N. 2020. “Social Emotional Development of Early Childhood Through Traditional Games in PAUD Terpadu Hauriyah Halum City of Padang.” Advances in Social Science, Education and Humanities Research Proceedings of the International Conference of Early Childhood Education (ICECE 2019), 449, 13–16. doi:10.2991/assehr.k.200715.003.
  • Reimers, E. 2020. “Secularism and Religious Traditions in non-Confessional Swedish Preschools: Entanglements of Religion and Cultural Heritage.” British Journal of Religious Education 42 (3): 275–284. doi:10.1080/01416200.2019.1569501.
  • Rönkkö, M. L., J. A. Aerila, and S. Grönman. 2016. “Creative Inspiration for Preschoolers from Museums.” International Journal of Early Childhood 48 (1): 17–32. doi:10.1007/s13158-016-0159-z.
  • Rudolff, B. 2006. Intangible ‘And’ Tangible ‘Heritage: A Topology of Culture in Context of Faith (Doctoral Dissertation. Diss.: Mainz, Univ. 2006).
  • Ryu, Y., and J. Kang. 2022. “Whose Culture is Korean? Toward an Anti-Essentialist Curriculum for Heritage Culture.” Language, Culture and Curriculum, 1–19. doi:10.1080/07908318.2022.2056193.
  • Simbirtseva, N. A., G. A. Kruglikova, and E. B. Plaksina. 2020. “Cultural and Educational Practices in the Museum Environment: Transmission of Cultural Heritage.” Changing Societies & Personalities 4 (4): 492–507. doi:10.15826/csp.2020.4.4.113.
  • Skjæveland, Y., E. H. Buaas, and K. H. Moen. 2016. “Teachıng Cultural Herıtage In Culturally Dıverse Early Chıldhood Centres in Norway.” Internatıonal Journal of Hıstorıcal Learnıng, Teachıng And Research 13 (2): 82–92. http://hdl.handle.net/11250/2565063.
  • Snel, C. 2009. The Role of Traditional Children Games Within the Context of Intangible Heritage. GCAM 4: The Creative Museum: African Museums Using Culture for the Development of Children and Youth, October, 24–29. https://www.yumpu.com/en/document/read/30928035/the-role-of-traditional-children-games-within-the-context-of-intangible-.
  • Soler, J., and L. Miller. 2003. “The Struggle for Early Childhood Curricula: A Comparison of the English Foundation Stage Curriculum, Te WhäRiki and Reggio Emilia.” International Journal of Early Years Education, doi:10.1080/0966976032000066091.
  • Terreni, L. 2015. “Young Children’s Learning in art Museums: A Review of New Zealand and International Literature.” European Early Childhood Education Research Journal 23 (5): 720–742. doi:10.1080/1350293X.2015.1104049.
  • Tisdale, R. 2013. “City Museums and Urban Learning.” Journal of Museum Education 38 (1): 3–8. doi:10.1080/10598650.2013.11510750.
  • Tuğrul, B., and E. Duran. 2003. “Her çocuk başarılı olmak için bir şansa sahiptir: zekanın çok boyutluluğu çoklu zeka kuramı [Every Child has a Chance to be Successful Multi-Dimention of Intelligence Multiple Intelligence Theory].” Hacettepe Üniversitesi Eğitim FakültesiDergisi 24: 224–233. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/894-published.pdf.
  • Tzima, S., G. Styliaras, A. Bassounas, and M. Tzima. 2020. “Harnessing the Potential of Storytelling and Mobile Technology in Intangible Cultural Heritage: A Case Study in Early Childhood Education in Sustainability.” Sustainability 12 (22): 1–22. doi:10.3390/su12229416.
  • Uçar, M. 2014. “The Effectiveness of Cultural Property and Conservation Learning in Elementary Education and Evaluation of the Contribution of Non-Governmental Organizations.” MEGARON / Yıldız Technical University, Faculty of Architecture E-Journal 9 (2): 85–102. doi:10.5505/megaron.2014.02996.
  • UNESCO. 2016. Karima Bennoune: Cultural heritage is a human rights issue. https://en.unesco.org/news/karima-bennoune-cultural-heritage-human-rights-issue.
  • Valentine, M. 1999. The Reggio Emilia Approach to Early Years Education. Early Education Support Series. Sales Department, Learning and Teaching Scotland, Gardyne Road, Dundee DD5 1NY, Scotland.
  • Varinlioğlu, G., G. Alankuş, A. Aslankan, and G. Mura. 2019. “Oyun Tabanlı Öğrenme İle Dijital Mirasın Yaygınlaştırılması.” Metu Journal of the Faculty of Architecture 36 (1): 23–40. doi:10.4305/METU.JFA.2018.2.9.
  • Vecco, M. 2010. “A Definition of Cultural Heritage: From the Tangible to the Intangible.” Journal of Cultural Heritage 11 (3): 321–324. doi:10.1016/j.culher.2010.01.006.
  • Vrettakis, E., V. Kourtis, A. Katifori, M. Karvounis, C. Lougiakis, and Y. Ioannidis. 2019. “Narralive – Creating and Experiencing Mobile Digital Storytelling in Cultural Heritage.” Digital Applications in Archaeology and Cultural Heritage 15: 1–11. doi:10.1016/j.daach.2019.e00114.
  • Wong, K. M. B., and B. Piscitelli. 2018. “Learning About Culture: Young Children Exploring Heritage in a Museum.” Asia-Pacific Journal for Arts Education 17 (4): 123–158. https://www.eduhk.hk/ccaproject/apjae/Vol17_No4.pdf.
  • Yang, W., and H. Li. 2022. “The Role of Culture in Early Childhood Curriculum Development: A Case Study of Curriculum Innovations in Hong Kong Kindergartens.” Contemporary Issues in Early Childhood 23 (1): 48–67. doi:10.1177/1463949119900359.
  • Zopiatis, A., C. Papadopoulos, and Y. Theofanous. 2021. “A Systematic Review of Literature on Hospitality Internships.” Journal of Hospitality, Leisure, Sport & Tourism Education 28: 1–19. https://doi.org/10.1016/j.jhlste.2021.100309.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.