Introduction

Children are encouraged by the Humanities and Social Sciences (HASS) to investigate their identity, place in the world, and relationship to it. This region fosters a strong feeling of identity, culture, community, and empathy among young children. I've discovered that children's creative expression is closely linked to how they tell stories, draw maps, play imaginatively, or pose important questions. We encourage empathy, curiosity, and a sense of agency in children by creating experiences that are representative of their cultures, interests, and surroundings.  HASS helps children become thoughtful citizens and collaborators in a diverse and changing world.

Theories and Perspectives

The ecological systems theory of Bronfenbrenner serves as a reminder of how a child's relationships, culture, and larger society impact their development (Bronfenbrenner, 1979). Using family tales, customs, and common experiences, I use this lens to assist kids comprehend their role in the world. Children are also encouraged to actively participate in creating their learning environment using the Reggio Emilia approach (Edwards et al., 2018). They are learning how to interact with the world as well as about it. This viewpoint is also supported by postmodern and critical pedagogies, which value other viewpoints, dispel prejudices, and let kids envision new ways of connecting and living (Dahlberg et al., 2007).

Resources, Materials, and Technologies

To start conversations about culture, geography, and belonging, I utilize multicultural dolls, picture books, maps, family photos, digital timelines, and artifacts from the community. Children can put themselves in other people's shoes by using role-playing spaces, such as marketplaces, post offices, or travel agencies. Children can explore different locations and viewpoints with the help of digital tools like Google Earth and age-appropriate storytelling applications. I frequently use clay, sketching, or structure to convey concepts about a town or a landmark. Every child is guaranteed to see themselves mirrored in resources that reflect a variety of cultures, languages, and family systems. These resources encourage creativity, empathy, and storytelling in addition to being educational.

Learning Experiences

  • 0–2 years: Looking through family photo albums and imitating things like "cooking" and "shopping."
  • 2–3 years: Role-playing everyday community helpers (e.g., firefighters, doctors) using props and dress-ups.
  • 3–5 years: Creating a classroom map of important places (home, playground, library) and storytelling from different cultural perspectives.
  • 6–8 years: Investigating local history by interviewing elders or making a documentary-style video about community traditions.

Three Original Creative Learning Opportunities

  1. (0–2 years) – “Who’s in My World?”: Babies explore sensory photo books with images of family, pets, and familiar places.
  2. (2–3 years) – “Community in a Box”: Children build mini communities using blocks, figurines, and signs while discussing roles like “Who helps us?”
  3. (3–5 years) – “Our World Storybook”: Children co-create a class book, drawing themselves and writing/dictating stories about their homes, cultures, and favorite places.

Critical Reflection

My own identity and culture have shaped the way I approach Humanities and Social Sciences with children. I’ve come to see that HASS isn’t about teaching facts—it’s about guiding children to understand people, relationships, and society with kindness and open minds. Through storytelling, art, and conversation, I encourage children to share their voices and listen to others. This reciprocal exchange helps develop empathy and a sense of belonging. I’ve learned to value the small things: a child showing me a photo of their grandparent or pointing to their country on a globe. These moments build bridges. My creativity comes into play when I create inclusive environments that reflect our children’s diverse backgrounds—like co-creating family trees, making culture jars, or setting up dramatic play reflecting different countries. I also reflect on my own biases and try to step back, allowing children to lead inquiries and share their understandings. In this way, I’m not just teaching about the world—I’m learning from it, too. Supporting young children to think critically, respectfully, and imaginatively about people and places is one of the most rewarding parts of my teaching journey.