History education for young age groups is possible with the help of methods and approaches that are intently related to their pedagogical development. Thus, the Reggio Emilia approach, which is oriented toward young age groups, is utilised in history education for early childhood. The research was structured with respect to the action research model in qualitative research. The participants of the research were selected in accordance with purposive sampling, and the research took place in the 2019 Spring semester, throughout April and May. The study group involved 18 students enrolled in a private school that practices the Reggio Emilia education approach, ages ranging from 78 to 89 months. Through four activities done with the children, chronological thinking, historical comprehension, historical analysis and commentary, and the way children acquire historical thinking skills within a context of historical imagination were investigated. Data was collected through unstructured interviews and observations throughout the research. Data obtained from activity results were also evaluated. The collection of data was analysed by means of descriptive and content analyses. The findings indicate that a model of historical education involving techniques and methodologies structured around the Reggio Emilia approach is suitable for children of young age groups.

history education, the Reggio Emilia approach, preschool, historical thinking skills, alternative education