4.1: National Council of Social Studies Framework

Introduction

Think back to your school days. Did you enjoy social studies? Why or why not? When you think of social studies, what comes to mind? Do you recall learning about history, geography, or maybe the roles people play in society? These early lessons in social studies are more than just facts—they help us understand the world around us and our place within it.

The National Council for the Social Studies (NCSS) is a professional organization that sets standards for social studies education. It aims to promote the development of social studies curricula that engage students in meaningful and critical thinking about the world. These standards guide educators to teach social studies in a way that is relevant, engaging, and developmentally appropriate for all students, from early childhood through high school.

In early childhood, the NCSS encourages an approach that builds a foundation for later learning by focusing on key concepts that young children can relate to and explore in a hands-on, interactive way. The NCSS had 10 themes for Social Studies. 

NCSS Social Studies Themes in Early Childhood

Figure \(\PageIndex{1}\): Social Studies Standards

Next, we will explore each of the ten NCSS themes for social studies.   Below is a summary explaining what each theme covers and how they are adapted to be developmentally appropriate (DAP) for young learners.

1. Culture

General Adaptation for Early Childhood:

Focuses on helping children explore their own identity and recognize cultural diversity within their community. Activities might include exploring different customs, traditions, and family structures, using simple language and storytelling to build cultural awareness.

Figure \(\PageIndex{2}\): What is Culture?

Example Adaptations for Infants, Toddlers, and Preschoolers:

• Infants: During playtime, caregivers can introduce soft dolls or plush toys representing various cultural backgrounds. The caregiver might sing lullabies in different languages or use simple greetings in multiple languages (e.g., "Hello," "Bonjour," "Hola") to expose infants to diverse sounds and rhythms.
• Toddlers: Toddlers can engage in simple activities such as listening to songs or reading books representing different cultures. For example, they can watch short videos or hear stories about celebrations like Diwali, Hanukkah, or Lunar New Year. Children might also experience diverse foods or sensory activities (e.g., sand play, textile exploration).
• Preschoolers: Preschoolers can participate in "All About Me" activities, where they learn about their own culture as well as the cultures of their peers. They could share traditions, dress in culturally significant clothing, or engage in art projects that explore different cultural symbols (e.g., designing flags, making masks, or painting culturally important animals).

2. Time, Continuity, and Change

General Adaptation for Early Childhood:

Children are introduced to basic concepts of time, such as "yesterday," "today," and "tomorrow." Activities like talking about daily routines, discussing events that happen in a sequence (e.g., morning to evening), and introducing simple historical figures or family stories help children develop an understanding of the past and present. 

Example Adaptations for Infants, Toddlers, and Preschoolers

• Infants: Caregivers can model daily routines (e.g., feeding, napping, playing) and use simple phrases to help infants understand sequence and time, like “After we eat, we take a nap.”
• Toddlers: Toddlers can sort pictures or toys by time of day (e.g., morning activities like brushing teeth and evening activities like getting ready for bed). Songs about time and routines can help toddlers understand concepts like "morning" and "night."
• Preschoolers: Preschoolers can create a simple "Today’s Schedule" chart with pictures representing different parts of the day (e.g., breakfast, story time, nap time). They can engage in role-playing activities where they act out sequences of events (e.g., pretending to wake up, have breakfast, go to school).  Preschoolers might also bring in pictures of themselves to share and discuss how they have grown and changed from when they were a baby to now.

3. People, Places, and Environments

General Adaptation for Early Childhood:

This theme focuses on familiarizing children with their immediate surroundings—home, school, and neighborhood—and how they interact with them. Simple map activities, discussions about places, and identifying community helpers support children in understanding their environment.

 Figure \(\PageIndex{3}\): Preschool children at a fire station (OpenAI).

Example Adaptations for Infants, Toddlers, and Preschoolers:

• Infants: Infants explore their environment through sensory play (e.g., touching different textures of cloth or toys). Caregivers can name objects and people, reinforcing the child's growing understanding of their surroundings.
• Toddlers: Toddlers can explore their environment by engaging in pretend play (e.g., mimicking the role of a firefighter or police officer). Simple map puzzles or walking around the school grounds while identifying important locations (e.g., “This is the playground”) help toddlers understand their space.
• Preschoolers: Preschoolers can create simple maps of their classroom or home, and engage in discussions about their neighborhood and the places they go (e.g., park, store, library). They might role-play different community helper roles or take field trips to local places (e.g., a fire station or a grocery store).

4. Individual Development and Identity

General Adaptation for Early Childhood:

Emphasizes helping children develop a sense of self, including their likes, dislikes, and how they are similar to or different from others. Activities such as "All About Me" projects, discussing personal interests, and recognizing similarities and differences among peers promote self-awareness and identity development.

 Figure \(\PageIndex{4}\): A young girl drawing a self-portrait in a preschool classroom (OpenAI)

Example Adaptations for Infants, Toddlers, and Preschoolers:

• Infants: Caregivers can mirror infant expressions, such as smiling or making different sounds, to help infants begin to understand themselves. “Mirror play” allows infants to explore their reflection, fostering early self-awareness.
• Toddlers: Toddlers can engage in simple "All About Me" activities like making handprint art or listening to stories about children from different backgrounds. They may also learn their own name, the names of family members, and identify their favorite colors or foods.
• Preschoolers: Preschoolers can create personal identity collages with pictures or drawings representing their favorite things (e.g., food, pets, family). Activities like "My Family Tree" or “All About Me” books help children explore their own identity and family roles.

5. Individuals, Groups, and Institutions

General Adaptation for Early Childhood:

This theme encourages children to learn about the roles of people around them, such as family members, teachers, and community helpers. Simple discussions and activities like role-playing and identifying various group roles help children understand relationships within groups.

Figure \(\PageIndex{5}\): Children learning to help. (Laundry, Plants)

Example Adaptations for Infants, Toddlers, and Preschoolers:

• Infants: Infants learn through observation and interactions with caregivers and family members. Caregivers can introduce familiar faces and names, providing opportunities for infants to bond with key figures in their environment.
• Toddlers: Toddlers can engage in pretend play, mimicking roles of family members, teachers, and community helpers (e.g., pretending to cook like Mom or Dad). They can also help set the table or perform small tasks that support family routines.
• Preschoolers: Preschoolers can learn about different community helpers (e.g., mail carriers, doctors) by reading books or acting out roles. They might also take field trips or engage in projects that highlight the importance of various group members.
• Infants: Infants learn through observation and interactions with caregivers and family members. Caregivers can introduce familiar faces and names, providing opportunities for infants to bond with key figures in their environment.
• Toddlers: Toddlers can engage in pretend play, mimicking roles of family members, teachers, and community helpers (e.g., pretending to cook like Mom or Dad). They can also help set the table or perform small tasks that support family routines.
• Preschoolers: Preschoolers can learn about different community helpers (e.g., mail carriers, doctors) by reading books or acting out roles. They might also take field trips or engage in projects that highlight the importance of various group members.

6. Power, Authority, and Governance

General Adaptation for Early Childhood:

For young children, this theme focuses on understanding basic concepts of fairness, rules, and cooperation. Discussions about taking turns, sharing, and the importance of rules within a classroom or home setting help children build foundational understandings of social order and governance.

Figure \(\PageIndex{6}\): Child learning about voting (Kids Voting Durham)

Example Adaptations for Infants, Toddlers, and Preschoolers:

• Infants: Infants learn through caregivers modeling turn-taking during playtime (e.g., sharing toys or waiting for their turn to play).
• Toddlers: Toddlers can practice basic rules like "take turns," "say please and thank you," and "clean up." Simple group games (e.g., "Simon Says") can reinforce the idea of following rules.
• Preschoolers: Preschoolers can role-play being a "helper" in the classroom, taking turns with leadership tasks. They can also engage in discussions about rules and fairness, like deciding together on classroom expectations or creating a "classroom promise."

7. Production, Distribution, and Consumption

General Adaptation for Early Childhood:

Children are introduced to basic economic concepts like sharing, trading, and the idea of needs and wants. Simple activities like sorting, using play money, or discussing where things come from (e.g., food, toys) help children understand how people exchange goods and services.

Figure \(\PageIndex{7}\): Toddlers Playing Store (Busy Toddler)

Example Adaptations for Infants, Toddlers, and Preschoolers:

• Infants: Infants explore different textures and objects, with caregivers talking about where things come from (e.g., "This is your soft bear. It was made in a factory").
• Toddlers: Toddlers can participate in simple activities like “grocery shopping” using play money or exchange toys with friends to practice the idea of trading.
• Preschoolers: Preschoolers can set up a pretend store with items like fruits and vegetables, using play money to "purchase" goods. Teachers can introduce the idea of wants (e.g., toys) and needs (e.g., food) through storybooks.

8. Science, Technology, and Society

General Adaptation for Early Childhood:

This theme can be explored through hands-on experiences that integrate social studies with science and technology. Activities like using tools to explore the environment or learning about how technology impacts daily life allow children to begin understanding the relationship between society and technological advancements.

Figure \(\PageIndex{8}\): Children playing with science-related toys (Rayito Schools, Stemfinity)

Example Adaptations for Infants, Toddlers, and Preschoolers:

• Infants: Infants can explore cause and effect through simple toys that light up or make noise. Caregivers can use everyday technology (e.g., light switches, phones) to introduce basic technology concepts.
• Toddlers: Toddlers can engage in sensory exploration with tools like magnifying glasses or simple machines (e.g., levers, pulleys) to understand how things work. They can also explore technology in the form of interactive apps or videos.
• Preschoolers: Preschoolers can participate in experiments to see how objects interact with water, air, or light. They can also explore how technology is used in their daily lives, such as observing how a toaster or blender works.

9. Global Connections

General Adaptation for Early Childhood:

Early childhood education introduces global awareness in a simplified, relatable way, such as discussing different cultures, foods, or animals from around the world. This can include stories, music, and art that show the diversity of the world.

Figure \(\PageIndex{9}\): Children learning about other music and geography (Playmatters, A Learning Bee Academy)

Example Adaptations for Infants, Toddlers, and Preschoolers:

• Infants: Caregivers can expose infants to simple, colorful images of animals from different countries or play soothing music from various cultures.
• Toddlers: Toddlers can engage in activities like cooking or tasting foods from different countries, listening to music, or creating art from different cultural traditions.
• Preschoolers: Preschoolers can participate in a "World Tour" by exploring different countries through stories, songs, and crafts. They can learn basic greetings in various languages or celebrate holidays from other cultures.

10. Civic Ideals and Practices

General Adaptation for Early Childhood:

In early childhood, this theme is focused on teaching children about being respectful, kind, and cooperative members of their community. Activities such as group problem-solving, collaborative games, and discussions about rights and responsibilities promote early civic engagement.

Figure \(\PageIndex{10}\): Children learning about helping (TeachersMag, Doing Good Together)

Example Adaptations for Infants, Toddlers, and Preschoolers:

• Infants: Infants learn social interaction through caregiver responses and early joint attention activities (e.g., looking at books together).
• Toddlers: Toddlers can practice sharing, expressing emotions, and solving simple conflicts with guidance from caregivers or peers.
• Preschoolers: Preschoolers can participate in cooperative group games, vote on class decisions (e.g., which song to sing), and learn to use polite words like “please” and “thank you.” They can also practice empathy by taking care of classroom pets or helping each other with tasks.

By integrating these components into early childhood education, the NCSS framework encourages educators to create an inclusive, diverse, and dynamic social studies curriculum that fosters children's curiosity and understanding of the world.

How do the principles outlined by the NCSS framework translate into effective teaching practices for young children? The following section will explore this question by examining contemporary social studies curricula and their application in early childhood education."

Five Early Childhood Themes

Figure \(\PageIndex{11}\): Five Early Childhood Themes

While the NCSS framework is designed for children from kindergarten through 12th grade, it can sometimes be a bit high-level for early childhood learners. The concepts are broad, focusing on a variety of social studies themes that require a deeper level of abstraction and understanding. For young children, these concepts need to be broken down and made more relatable to their immediate world.

To make the NCSS framework more accessible for young children, the concepts are simplified and connected to their immediate experiences. Social Studies and Me, authored by Sally Anderson, adapts the ten NCSS themes into five core ideas that are engaging and developmentally appropriate for early learners. The five main themes are: I am a Person, Families, Friends, Community, and The Big World, making social studies more relevant and meaningful to young children.

By breaking down the ten complex NCSS themes into five developmentally appropriate early childhood themes, teachers can provide a clear, structured approach to introducing young children to social studies. This method connects each theme to children’s daily lives, helping them build a foundation that they can expand upon as they grow.

The process of understanding social studies in early childhood is much like skipping a rock across a pond. As the rock skips across the water, it creates concentric circles that expand outward. Similarly, we start with what is most familiar to a child—what they know best and have the most experience with: themselves and the people they know. From there, the circles gradually expand outward, moving to broader concepts like families, friends, communities, and eventually the big world. This approach ensures that young children first grasp the foundations of their immediate environment before moving outward to understand the larger, more global concepts that affect their lives. This gradual, concentric-circle approach helps children build on what they already know and experience, creating a solid foundation for future learning. Starting with the most personal and relevant themes makes social studies concepts both accessible and meaningful for young learners, setting them up for a deeper understanding of the world as they grow older.

As we explore these themes in more detail, we will look at each one individually to see how they relate to young children's everyday experiences and how they can be used to foster a deeper understanding of their world. By breaking down the NCSS themes into these five accessible ideas, we can ensure that social studies learning begins with what is most familiar to children and gradually expands to broader concepts that shape their lives.

1.  I am a Person

This theme focuses on developing self-awareness and understanding one's identity, which is a key part of the NCSS framework’s theme of Individual Development and Identity.

Self and Others: Children explore their own identity by learning about their likes, dislikes, and preferences. They understand how they are similar to and different from others in their family, classroom, and beyond.

Civic Ideals and Practices: This theme also introduces children to early concepts of fairness and responsibility, which are foundational to their understanding of civic ideals. Activities such as taking turns, listening to others, and expressing their needs and wants are integral to developing early civic awareness.  These activities help children learn their roles and responsibilities as individuals. 

Developmentally Appropriate Examples

Infants: Infants begin to recognize themselves through mirror play and caregiver interactions. They are introduced to self-awareness by observing and mirroring emotions.

Toddlers: Toddlers engage in "All About Me" activities, where they explore personal characteristics like their name, favorite color, and family.

Preschoolers: Preschoolers create identity-based projects like “All About Me” books or self-portraits, helping them articulate their personal identity. They also begin to understand the importance of respecting themselves and others.

 

2.  Families

This theme emphasizes the importance of family structures and the roles of family members, tying into the NCSS framework’s theme of Individuals, Groups, and Institutions.

People and Places: Children learn about the people in their immediate environment, especially their family members. They begin to explore how families function, their different roles, and how they support one another.

Civic Ideals and Practices: Early childhood activities focus on understanding the role of family in teaching cooperation, sharing, and care for each other. Children are introduced to the concepts of responsibility and caring for others within the family.

Interdependence: Children also begin to understand that families are interconnected and that everyone has a role in supporting and nurturing each other.

Developmentally Appropriate Examples

Infants: Infants form bonds with their caregivers and begin to learn basic concepts of trust and dependency within the family.

Toddlers: Toddlers learn about their family members through stories, songs, and simple discussions about who does what in the family (e.g., “Mom cooks dinner, Dad plays with you”).

Preschoolers: Preschoolers engage in more detailed family role-play, where they mimic the actions of parents or siblings. They may also share stories about their families and traditions.

3. Friends

This theme is centered around building positive relationships and understanding social roles within friendships, which ties into the NCSS framework’s focus on Civic Ideals and Practices.

Civic Ideals and Practices: Children learn about fairness, cooperation, and empathy in their relationships with friends. They practice social skills like sharing, taking turns, and resolving conflicts.

Interdependence: This theme also highlights how friendships are built on mutual support and understanding. Children are introduced to the idea that friendships are based on give-and-take and interdependence.

Developmentally Appropriate Examples

Infants: Infants begin to develop social bonds through interactions with caregivers and peers. They start to respond to others' emotions, recognizing when someone is happy or sad.

Toddlers: Toddlers practice taking turns and sharing during group activities or games. They engage in simple role-play scenarios where they pretend to be friends playing together.

Preschoolers: Preschoolers deepen their understanding of friendship by discussing what it means to be a good friend and practicing social skills through cooperative games and group work. They may create friendship-themed art or stories to express their understanding.

4. Community

This theme focuses on how children interact with and understand their local community, aligning with the NCSS framework’s themes of People, Places, and Environments and Time, Continuity, and Change.

People and Places: Children explore the local community, learning about places like parks, libraries, and schools. They understand the roles of community helpers such as firefighters, police officers, and teachers.

Time, Continuity, and Change: Children are introduced to the idea that communities change over time, whether through family growth, changes in leadership, or improvements in local infrastructure.

Civic Ideals and Practices: Children learn about the importance of contributing to their community through small acts of kindness and helping others (e.g., cleaning up, sharing with peers). They also start to understand basic community rules and the importance of following them to maintain a healthy community.

Developmentally Appropriate Examples:

Infants: Infants begin to recognize familiar faces and places in their immediate environment, such as caregivers, family, or familiar spots in their neighborhood.

Toddlers: Toddlers are introduced to the roles of community helpers through stories or visits from professionals (e.g., firefighters, postal workers). They also begin to identify places like the school and the park.

Preschoolers: Preschoolers may map out their community or engage in a pretend-play activity where they act as community helpers. They also talk about how their community has changed over time (e.g., how a park or building was built).

5. The Big World

This theme broadens children's understanding of the global world, connecting them to the NCSS framework’s theme of Global Connections and Interdependence.

Global Connections: Children begin to understand the world beyond their immediate surroundings. They learn about different cultures, languages, and traditions from around the world.

Interdependence: This theme highlights how people, communities, and countries are interconnected. Children learn that what happens in one part of the world can impact other parts and that global cooperation is important for solving global issues.

Developmentally Appropriate Examples:

Infants: Infants may be exposed to multicultural music, visuals of animals from around the world, or simple books with diverse characters.

Toddlers: Toddlers are introduced to the idea of different countries and cultures through songs, stories, and images. They may engage in activities like making crafts from different cultures.

Preschoolers: Preschoolers may celebrate global holidays or engage in projects that explore life in different countries, such as learning basic greetings in different languages or creating maps of the world.

Age Appropriate Children’s Books for Social Studies

As we explore these foundational themes, it's important to connect them to age-appropriate activities and examples that are relevant to young children's experiences. By breaking down these concepts into familiar and understandable ideas, we can help children develop a deeper understanding of themselves, their relationships, and the world around them. The following section highlights how these themes—self-awareness, family, friendship, community, and global connections—are reflected in age-appropriate books for infants, toddlers, and preschoolers. These books not only entertain but also provide valuable opportunities to discuss key social studies ideas like identity, empathy, cooperation, and community, offering young learners a meaningful way to explore and appreciate the diversity of the world they live in.

I am a Person Theme (National Council of Social Studies Theme: Self and Others)

I Am a Person Theme Books for Infants

Age-Appropriate Book for Infants
Book: Baby Faces Author: Margaret Miller Why It Fits: This book is perfect for infants as it showcases a variety of expressions and emotions, helping babies identify their own feelings and begin recognizing emotions in others. It encourages emotional awareness and self-recognition through simple, clear pictures of babies' faces.	Book: I Love You Book Author: Todd Parr Why It Fits: This book introduces infants to the concept of unconditional love through simple, heartfelt text and vibrant illustrations. By expressing affection in various situations, it helps infants feel valued and secure, reinforcing the foundational understanding of familial bonds and personal worth.

I am a Person Theme Books for Toddlers

​Age-Appropriate Book for Toddlers
Book: Llama Llama Red Pajama Author: Anna Dewdney Why It Fits: This book introduces toddlers to the concept of emotions and relationships. In the story, Llama Llama experiences feelings of fear and separation from his mother, a universal experience that helps toddlers recognize and understand their own emotions. It supports the development of social-emotional skills and self-awareness.	Book: I Love All of Me Author: Lori Grover Why It Fits: The book is a celebration of individuality and helps young children appreciate their physical and emotional selves, contributing to their sense of belonging in society.

I am a Person Theme Books for Preschoolers

Age-Appropriate Book for Preschoolers
Book: I Like Myself! Author: Karen Beaumont Why It Fits: This vibrant, fun book promotes self-love and confidence. It encourages preschoolers to celebrate who they are, regardless of how others might see them. It’s a perfect match for exploring self-identity and self-expression in a positive and relatable way.	Book: I Love All of Me Author: Lori Grover Why It Fits: The book is a celebration of individuality and helps young children appreciate their physical and emotional selves, contributing to their sense of belonging in society.

Families (NCSS Theme: Individuals, Groups and Institutions)

Families Theme Books for Infants

Age-Appropriate Book for Infants

Book: I Love You All Ways Author: Marianne Richmond Why It Fits: This book highlights the unconditional love between family members. The simple, repetitive language and soothing illustrations help infants begin to understand the concept of family bonds. The gentle messages of love and security promote early emotional connections, making it a perfect introduction to the idea of family relationships for the youngest learners.

Book: Babies Love Hugs Author: Cottage Door Press Why It Fits: This book is ideal for infants as it introduces various forms of affection through simple text and interactive lift-a-flap features. By showcasing animal families expressing love, it fosters early understanding of familial bonds and emotional connections. The engaging flaps encourage fine motor skill development, making it a delightful choice for introducing the concept of family love to young children.

Families Theme Books for Toddlers

​Age-Appropriate Book for Toddlers
Book: The Family Book Author: Todd Parr Why It Fits: This book explores the diversity of families in a fun and engaging way. It emphasizes that every family is unique and offers a wonderful way for toddlers to think about family structure, roles, and traditions.	Book: I Love You Like No Otter Author: Rose Rossner Why It Fits: This board book celebrates the unconditional love between parents and their little ones. Through animal-themed puns and soft illustrations, it conveys affection and bonding, making it ideal for introducing infants to the concept of family love.

Families Theme Books for Preschoolers

Age-Appropriate Book for Preschoolers
Book: Who’s in My Family? Author: Robie H. Harris Why It Fits: This book helps preschoolers understand different family structures. It covers topics like adoption, siblings, and the idea that families come in all shapes and sizes, making it a great way for children to explore and appreciate their own family and others.	Book: How to Babysit a Grandpa Author: Jean Reagan Why It Fits: A fun and sweet story about a child spending time with their grandparent, this book helps preschoolers understand family relationships and the joy of spending time with loved ones.

Friends (NCSS Theme: Civic Ideals and Practices)

Friends Theme Books for Infants

Age-Appropriate Book for Infants
Book: Baby’s Animal Friends Author: Phoebe Dunn Why It Fits: This book introduces toddlers to the concept of friendship through interactions between a young child and various animals.	Book: Llama Llama Loves to Share Author: Anna Dewdney Why It Fits: This book focuses on the themes of kindness, sharing, and friendship in a gentle way, helping infants understand the foundational ideas of empathy and cooperation.

Friends Theme Books for Toddlers

​Age-Appropriate Book for Toddlers

Book: Teeth Are Not for Biting Author: Elizabeth Verdick Why It Fits: This book addresses the behavior of biting, offering positive alternatives and emphasizing that teeth are for chewing food, not for biting people. It helps toddlers understand appropriate ways to express themselves and interact with friends, fostering healthy social development.

Book: Little Blue Truck Makes a Friend Author: Alice Shertle Why It Fits: The book shows how kindness and inclusion help build friendships. When a new neighbor, Chuck the woodchuck, moves to the farm, the animals are initially hesitant due to his differences. However, Little Blue Truck leads by example, welcoming Chuck with a cheerful "Beep! Beep!" and encouraging others to do the same. This story teaches toddlers the value of embracing differences and the joy of making new friends.

Friends Theme Books for Preschoolers

Age-Appropriate Book for Preschoolers
Book: Best Friends Author: Jacqueline Wilson Why It Fits: This book is perfect for preschoolers learning about friendship and the value of supportive, loving relationships. It explores the ups and downs of friendship and how to be a good friend to others, emphasizing sharing, kindness, and problem-solving.	Book: The Rainbow Fish Author: Marcus Pfister Why It Fits: This classic tale about sharing and friendship emphasizes the rewards of kindness and generosity, helping preschoolers understand the social importance of giving to others.

Community (NCSS Theme: Civic Ideals and Practices)

Community Theme Books for Infants

Age-Appropriate Book for Infants
Book: Goodnight, Goodnight, Construction Site Author: Sherri Duskey Rinker Why It Fits: This book introduces infants to the concept of community work through a fun, rhyming story about construction vehicles working together. It’s a gentle introduction to community helpers and the idea that people work together in a community to achieve common goals.	Book: My Neighborhood Author: Maddie Frost Why It Fits: This book introduces infants to the concept of community by showing neighborhood helpers and their roles. Through simple text and illustrations, it fosters an early understanding of how people work together in a community. The sturdy design makes it suitable for young children.

Community Theme Books for Toddlers

​Age-Appropriate Book for Toddlers

Book: The Wheels on the Firetruck Author: Jeffrey Burton Why It Fits: Why It Fits: This book fits the community theme by introducing toddlers to the important role of firefighters within their community. Through a familiar song structure and engaging illustrations, children learn about the various parts of a firetruck and the actions of firefighters as they work together to keep the community safe. It fosters an understanding of community helpers and encourages toddlers to recognize how different roles contribute to the well-being of their neighborhood.

Book: City Shapes Author: Diana Murray Why It Fits: This engaging book introduces toddlers to different shapes and features found in a city, helping them learn about urban environments in a playful way while also exploring the idea of community spaces.

Community Theme Books for Preschoolers

Age-Appropriate Book for Preschoolers
Book: A Day in the Life of a Firefighter Author: Heather Adamson Why It Fits: This nonfiction book is perfect for preschoolers to understand the role of firefighters within a community. It introduces them to the concept of community helpers and shows how these roles support the safety and well-being of the community.	Book: Clifford Takes a Trip Author: Norman Bridwell Why It Fits: This book introduces preschoolers to the idea of traveling within their community, as Clifford the big red dog visits different places. It encourages children to think about their neighborhood and how they interact with local spaces.

The Big World (NCSS Theme: Global Connections)

The Big World Theme Books for Infants

Age-Appropriate Book for Infants

Book: Global Babies Bedtime Author: Maya Ajmera Why It Fits: Why It Fits: This board book introduces infants to the concept of the big world by showcasing babies from various cultures preparing for bed. Through simple text and vibrant photographs, it highlights bedtime routines across different countries, fostering an early appreciation for global diversity. The book's durable design makes it suitable for young children, providing a gentle introduction to the world beyond their immediate surroundings.

Book: Global Babies Author: Maya Ajmera Why It Fits: This simple, yet impactful book introduces infants to babies from around the world, showing how children everywhere are alike while gently introducing the idea of different cultures and communities.

The Big World Theme Books for Toddlers

​Age-Appropriate Book for Toddlers

Book: Babies Around the World Author: Puck Why It Fits: This book fits the "The Big World" theme by introducing toddlers to babies from various cultures around the globe. Through simple, engaging text and vibrant illustrations, it highlights the similarities and differences in how babies from different countries live, eat, and play. The book fosters early global awareness, helping toddlers appreciate the diversity of people and cultures while also recognizing the shared experiences of childhood. It provides a gentle introduction to the concept of a larger, interconnected world.

Book: We All Belong Author: Nathalie Lété Why It Fits: This vibrant book celebrates diversity by showcasing children from various backgrounds, highlighting that all people, despite differences, belong to the same world. It helps toddlers grasp the importance of inclusivity, acceptance, and shared humanity.

The Big World Theme Books for Preschoolers

Age-Appropriate Book for Preschoolers

Book: Where Are You Going Manyoni? Author: Catherine Stock Why It Fits: This book fits the "The Big World" theme by introducing preschoolers to the daily life of a young girl named Manyoni in rural Zimbabwe. Through the story of her two-hour walk to school, children are exposed to the geography, wildlife, and cultural aspects of Southern Africa. The detailed watercolor illustrations depict over 30 animals and the natural landscape, providing a rich visual experience that broadens children's understanding of the world beyond their immediate surroundings.

Book: Global Babies Author: Maya Ajmera Why It Fits: This simple, yet impactful book introduces infants to babies from around the world, showing how children everywhere are alike while gently introducing the idea of different cultures and communities.

Early childhood social studies education is not just about teaching children about the world but about helping them develop the skills and understanding they need to engage with the world in a meaningful way.  By starting with concepts most familiar to them, such as their own identity, family, and community, young children can gradually expand their understanding to include broader ideas of diversity, global connections, and the importance of cooperation and empathy."

The books included in this chapter serve as valuable resources to guide young learners through their exploration. Each book has been thoughtfully selected to introduce social studies themes in a developmentally appropriate manner, encouraging children to reflect on themselves, their relationships with others, and the world around them. As children engage with these stories, they gain knowledge and develop the emotional and social skills needed to become responsible, compassionate members of their communities and the larger world. By weaving together these concepts through engaging and diverse literature, we provide children with the foundation they need to be thoughtful, respectful, and curious citizens of the world.

Social Studies in Today's Curricula

Children are born into social studies. From birth, they begin exploring their world. At each stage of early development—infant, toddler, preschool, and primary—children look around and try to make sense of their social and physical environments. They gradually learn more about their expanding community and eventually come to see themselves as citizens.

What is relevant social studies subject matter and what is a useful approach for early childhood educators teaching social studies today? The answers to these questions depend, of course, on children’s ages and stages of development as well as their child care or school setting.

Figure \(\PageIndex{12}\): Exploring. (CC-BY-NC-SA, Adjoa J. Burrowes)

Social studies, currently and historically, is a field designed to meet the educational needs of society. It emerged at the beginning of the twentieth century as a holistic approach to citizenship education using the techniques of social science: raising questions and gathering, analyzing, discussing, and displaying data. Elementary schools at that time focused on basic education— reading, writing, and arithmetic. To help immigrant children understand the history and social mores of their new country, teachers read stories about the early formation of the United States and focused on children’s development of the virtues exemplified in moralistic stories (such as those in the McGuffey Readers). A debate emerged between educators who sought to teach the facts of history and those who sought to develop students’ appreciation and understanding of the unique aspects of U.S. history.

After several study commissions of the National Education Association (NEA) had grappled with the issues of an increasingly complex society, schools began in 1916 to integrate history, geography, and political science—teaching students how to think about social issues and content—so that graduates could be effective employees in a democratic society. The NEA saw social studies as “the subject matter related directly to the organization and development of human society, and to individuals as members of social groups” (1916, 5). “The ‘subject matter’ for this new school subject was to be drawn from the most influential social sciences of the time—history, geography, and civics— and blended together as one school subject for the purpose of helping children understand our American heritage and acquire the skills and sensitivities basic to constructive participation in our nation’s democratic society” (Maxim 2006, 13)

Taking an Integrated Approach

Progressive educators such as John Dewey in the 1930s encouraged teachers to use social studies as the foundation for activity-based learning built on children’s interests. Dewey maintained that learning involves firsthand experience and draws upon many instructional resources beyond the textbook. He advocated child learning and teaching activities that begin with the familiar experiences of daily life (Dewey [1916] 1966). In farming communities, this might mean growing wheat in the classroom, observing the process, and documenting the progress of plant growth; in the city, children might study the work of the milk-wagon driver and the chimney sweep.

Accordingly, from the inception of the field, social studies teaching used an integrated, project-oriented approach that continues today. Preschool investigations now might consider such child questions as why, in December, people in Florida wear different clothes than people in New York. In following up, the teacher and children may look at the role climate plays in determining what clothes people wear. They could collect data—look at weather maps; make weather charts; read stories about weather and clothes; consult the weather channel on TV or on the Internet; and draw, cut, and paste pictures—to explore climatic differences.

At the primary level, a project might more directly align with state standards but still follow child interest and a project orientation. For example, children may consider what to do when there are not enough silver crayons for everyone in the class. Besides evincing the obvious answer of sharing resources, the question triggers an investigation of a basic economics unit on supply and demand. The silver crayon discussion evolves into data collection about economic decisions at the classroom, school, and community levels, fostering eight-year-olds’ burgeoning understanding of issues like resources and scarcity.

Figure \(\PageIndex{13}\): Baby and toddler. (CC-BY-NC-SA, Ellen B. Senisi)

Another powerful influence on the child-centered curricular and instructional approach for social studies came in the 1960s with the work of Jerome Bruner. In The Process of Education (1960), Bruner explained spiraling curriculum, in which a topic, such as democracy, is introduced to children at an age-appropriate level. Activities with young children might focus on classroom rules to keep order and be fair to all. In the later grades, children would study government operations and subtleties of democracy.

With Bruner’s influence, inquiry-based teaching became a central instructional strategy for social studies. He stressed the doing of social science in the learning process. For example, in considering "What is a family?" children would gather information to elaborate their understandings of family, appropriate to their ages and stages of development. They answer complex questions through investigation of the big ideas and questions that require critical thinking (see Zarrillo 2004).

In the preschool–primary years, the big ideas derive from topics related to self, family, and community. They might include immigration (How did/do people come to the United States?), transportation (How do we move around in our community?), banking (What does the bank do with money?), and heritage (How did our ancestors live?). The tradition of holistic instruction, using the content and processes of the social sciences, continues. It is evident in the scope of and sequence for social studies in the primary grades, as defined by the National Council for Social Studies (NCSS):

• Kindergarten—awareness of self in the social setting
• First grade—the individual in school and family life
• Second grade—the neighborhood
• Third grade—sharing the earth with others in the community (NCSS 1984, 376–85)

Figure \(\PageIndex{14}\): Three children playing together. (CC-BY-NC-SA, Ellen B. Senisi)

More recently, while preserving the developmental sequence, the NCSS organized social studies content around 10 large themes:

• culture;
• time continuity and change;
• people, places, and environments;
• individual development and identity;
• individuals, groups, and institutions;
• power, authority, and governance;
• production, distribution, and consumption;
• science, technology, and society;
• global connections; and
• civic ideals and practices (NCSS 1994).

Each theme guides teachers in selecting content or in deriving content based on child interest. Obviously, theme evolution and development depend on children’s previous experiences, developmental stages, and skills. For example, time continuity and change for four-year-olds might mean a study of grandparents; global connections for third-graders might include e-mail correspondence with children in Australia.

From the inception of the field, social studies teaching used an integrated, project-oriented approach that continues today.

Social Studies for Today's Early Childhood Setting

Using the underlying concepts from social science, teachers can draw content broadly from the 10 themes and use inquiry-based processes to foster curiosity, problem-solving skills, and appreciation of investigation. Social studies curricula can support children as they solve classroom and school issues as well as investigate neighborhood and community problems with the goal of enhancing understanding and civic awareness, and pride. Thus, broadly defined, social studies include the following disparate but intertwined content:

• Social learning and self-concept development, including character development. (While building a block structure together, young children can learn to negotiate, solve problems, and cope with strong feelings.)
• Academic content of social studies based on the NCSS’s 10 themes. (In the primary grades, children throughout the country usually study the history of the community and state.)
• Classroom community development. (Toddlers develop an understanding of group life that requires putting toys away and sharing materials.)
• Foundational understandings for civic engagement. (Children of all ages appreciate the diversity of their friends and classmates.)

There is an inextricable linking of family, culture, and community in the teaching and learning of social studies. The evolution of each child’s social understanding about the world begins with self and family, expanding to the child care and educational setting. In developing these social inquiries, teachers first focus on what children know and are able to do. Then they help children scaffold additional learning to elaborate their understandings of the world around them. A sensitive, respectful approach to child and family sets the tone for each child’s broader social learning experience.

Social studies curricula can support children as they solve classroom and school issues as well as investigate neighborhood and community problems.

Social Studies as Self-Development

The curricular focus of self-development in a social context starts with the classroom and the people in it: children, teachers, caregivers, and families. Personal interactions facilitate a child's understanding of the social world of the classroom, child care program, school, and community. For each age group— infant, toddler, preschool, and primary—social interactions form the foundation for building curriculum. In responsive child care and school settings, families’ home cultures influence this curricular foundation. Therefore, the social context includes an ethical orientation as well as appropriate behavior that begins with family values.

With experiences in child care programs and school, children modify their views of themselves—who they are in the social world. Beginning in children as young as age two, these experiences influence character—an individual’s approach to ethical issues. Ethical issues include decisions about honesty, fairness, courtesy, and respect for others. School experience facilitates the development of mainstream social behaviors and values among children. Children’s incorporation of such behaviors and values is expected by child care centers, schools, and communities. Toddlers in child care settings learn that they cannot grab a chunk of banana from a friend’s plate but must take pieces from the serving platter in turn. Preschoolers take turns doing jobs that keep the classroom tidy and running smoothly.

Figure \(\PageIndex{15}\): Group play. (CC-BY-NC-SA, Ellen B. Senisi)

One of the most prominent early arguments for providing group play opportunities for young children stemmed from the idea that social and play experiences socialize young children—that is, help them learn the ropes for engaging in the discourse of mainstream “polite society” (see McMillan [1919] 1930; Read & Patterson 1980). Throughout history and in diverse cultural situations, the appropriate functioning of young children in the social world depends upon values articulated by the stakeholders who determine the educational standards for the time. In the twenty-first century, young children must operate in a society that values respect for diversity and appreciation of conventions and rules in a broad spectrum. Thus, the content of social studies becomes even more complex and engaging.

Choosing the Content for Social Studies

For the youngest citizens—infants and toddlers—the content is self-development in a social world. Adults enhance this self-development by providing safe, colorful, intriguing toys and materials to foster curiosity. Infants and toddlers play alone, by the side of others, and with others to elaborate their social understandings of themselves and others. But they also need nurturance and respect from teachers and families. In these early years, teachers encourage respect for others and provide opportunities to learn about various cultures by singing songs and reading stories from various viewpoints and cultures, displaying pictures that reflect families in the community, and modeling an appreciation for all cultures and backgrounds.

In the preschool and primary years, social studies offer a structure for broad, theme-based content—content organized around a topic and offering multiple entry points and significant opportunities for investigation. For children, such content serves as a training ground for acquiring problem-solving skills as well as a laboratory for the development and elaboration of interpersonal coping skills and strategies: “The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world” (NCSS 1993, 3).

Figure \(\PageIndex{16}\): Group art project. (CC-BY-NC-SA, Ellen B. Senisi)

Preschool and primary-age children can develop a sense of civic responsibility through the exploration of rich thematic units such as a study of food, clothing, shelter, childhood, money, government, communication, family living, or transportation (Alleman & Brophy 2001, 2002, 2003). Using these themes as starting points, children and teachers form hypotheses, gather data, summarize, and make conclusions. Finally, children organize and present the data in pictures, with maps and charts, in dioramas, in PowerPoint presentations, and in other ways appropriate to child understanding. Not only do they use the skills of social scientists in these investigations and learn about civic engagement, but they also read, manage, and display data.

In the twenty-first century, young children must operate in a society that values respect for diversity and appreciation of conventions and rules in a broad spectrum.

Choosing the Processes for Social Studies

Teaching strategies in preschool and primary social studies include individual investigations in the library, in the field, and on the Internet; interviews; small-group collaboration; and large-group discussions. The scale of these investigations varies depending on the age and development of the child. For example, in interviews with a grandparent or older adult, three-year-olds might ask, “What was your favorite fruit when you were little?” The class could then collect the names of the fruits and, with the teacher’s help, make a chart to show the grandparents’ answers (oranges, bananas, and so on). For kindergartners, small-group collaboration might involve making a map of the classroom, with different groups assigned a portion of the room. Second-graders might go online to collect information about garbage collection and recycling in their community.

Figure \(\PageIndex{17}\): Group reviewing chart. (CC-BY-NC-SA, Ellen B. Senisi)

The classroom environment must support children’s use of these approaches to learning. In thinking about the space, teachers should consider not only the room arrangement but also schedules and how the contents of bulletin boards, learning centers, and resource areas may be arrayed to encourage child discovery.

• Room arrangement—Traffic patterns match the activities planned. Learning centers are clearly set up and defined by topic, with appropriate space for the activities. Equipment and materials are accessible and grouped to encourage child management of them.
• Schedule—There is a balance between individual, small-group, and large-group activities. A well-developed schedule includes large blocks of time during the week to support theme-based curricular endeavors (Berry & Mindes 1993).

Teaching strategies include individual investigations in the library, in the field, and on the Internet; interviews; small group collaboration; and large group discussions.

The way teachers allocate space clearly shows the values and culture of the community (Gandini 1998). A classroom that welcomes and encourages social studies has posters displaying children's questions, results of data gathered, child-created pictures, and structures that document learning, along with comfortable spaces for individual and small-group work. The classroom may include materials passed from one group of children to another—for example, a book on the previous group’s trip to the forest preserve becomes a part of cultural history and a resource for the class. The room also displays materials that families contribute to the ongoing projects and contains references to field trips made as part of the social studies investigations.

Seeing social studies as both content (organized around important child questions) and process (action-oriented strategies) prevents educators from considering social studies as an adjunct to other subject areas. An adjunct approach toward social studies is haphazard. Thoughtful teachers avoid stereotypical poems about Thanksgiving and occasional and inconsistent lessons on character traits like courtesy. Rather than posting their own classroom rules, good teachers collaborate on rules with young children, encouraging them to think about how to achieve respect and order. Effective teachers know, as they teach children to read, write, compute, and problem solve, that they also must

• assist children in social/emotional growth,
• emphasize holidays that have community meaning,
• seek an anti-bias approach to values,
• collaborate with families, and
• foster the development of integrity in individuals and groups of children (Mindes & Donovan 2001).

Figure \(\PageIndex{18}\): Sharing toys. (CC-BY-NC-SA, Ellen B. Senisi)

Through the use of social studies themes, teachers can integrate seemingly distinct goals into meaningful investigations. Using a developmentally appropriate practice model (Bredekamp & Copple 1997), teachers can develop the natural social studies curriculum. Here are some ideas for thematic curriculum, with examples:

Build on what children already know. For instance, after studying the neighborhood and community, move on to the home state.

Develop concepts and processes of social studies rather than focusing on isolated facts. For example, create maps visually showing the classroom, the school, or the community.

Provide hands-on activities. Have children draw a timeline showing when each child was born, or make a chart to show how many brothers and sisters each child in the class has.

Use relevant social studies throughout the year. Conduct child discussions about class problems, revising class rules accordingly, or consider the concept of scarcity related to choices.

Capitalize on child interest (Katz & Card 2000). Consider why, say, the lake is closed to swimmers or what makes an airplane stay in the sky. Developed in this way, the curricula of social studies use big ideas to connect with children and deepen their understanding of their relevant social world.

Conclusion

Social studies as content and process is a vibrant and vital part of early childhood curricula. Social studies at the center of early childhood curricula offers the hope that the focus of education will be on the development of effective, efficient, ethical children who will approach their world non-simplistically and thoughtfully. With the help of good teachers, children will not only absorb the content that focuses on citizenship education in all its permutations, but also learn how to learn and how to consider multiple perspectives.

The curricula of social studies use big ideas to connect with children and deepen their understanding of their relevant social world.

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