A study was conducted to view how children perceived chronology books. Chronology books are books written in the early 1900 in the old style English. As a result of this difference, children may understand or perceive the literature differently from what the originator meant to say. In the long-run, this allows for the distortion of information which may facilitate the emergence of a grammatically confused generation.
The study was carried out in an effort to understand the history of the national curriculum. The study came up when Her Majesty’s Inspectors realized that children who studied history became confused and distraught with information. This created fear that England’s history would be lost if not forgotten by generations to come. Therefore, the main aim of the study was to identify the source of confusion and solve it before all history was lost.
With the ongoing survey, they realized that the change in the English language was the main issue affecting children. The old English had a different meaning from its current version. The difference made reading somewhat confusing for children. The old English was mainly written by scholars and for scholars. This made the style of writing difficult to segregate from the commoners. For children growing up with simple English and still at a young age, this can be a very daunting subject.
The English language also became difficult for five to nine year olds to grasp due to the education system adopted. The education system put a lot of emphasis on the English language segregating the subject from other genres. Therefore, the cross-curricular system became patchy and confusing for the young ones who did not know how to balance the two.
The importance of teaching the English language has been emphasized although not much attention has been paid to teaching history. Therefore, this made the subject confusing for the young children. The curriculum opted to teach the language more than the culture and history, leaving vague knowledge in the young minds. In order to curb distraught information, the British system was advised to teach history and chronology in Primary schools. It is known that at a tender age, memories remain in one’s mind for a long time. Therefore, thanks to focusing on history and chronology at a young age, information is less distorted.
It was also noted that children understood history better through the use of storybooks. Therefore, it was advocated that history should be taught in the form of stories thereby making it more understandable and memorable for children. It was identified that they found it easier to retell narratives told rather than a subject taught. Therefore, it was concluded that narratives helped create imagination in children. This made stories and tales more memorable. Thus, it is advised that history be taught in the form of stories and narratives. It is easier to remember a narrative or a film watched rather than to read a historical book.
Historical books do not open a child’s imagination as a story would under similar circumstances. Children tend to remember stories better, because they are vivid. Stories are also easy to relate to. In short, stories build national pride in children as they understand the literature better. Hence, focusing on stories allowed children to find national pride when history was taught in a narrative than in any other form of literature. This makes it easier to understand and relate with the characters in question. For children, it is a sensitive phase in building national culture and pride which is necessary for the growth of any nation. Countries should make sure that their syllabus is friendlier to relate to among the younger generation since children are reflective of the future.
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