Teacher Tested Disciplinary Literacy in Kindergarten

A Cal State Fullerton student studied how five-year-old learners engage with historical evidence and artifacts.

Updated on Oct. 7, 2026 in Primary Education

Gouache-painted editorial illustration showing three antique wooden artifacts on a wooden table, representing early childhood education and historical inquiry. — Kindergarten teacher Heidi Gerard led a five-month study in 2026 at a Fullerton school, testing methods for improving critical thinking through historical analysis. AI Illustration. Upload story photo >

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Should elementary schools prioritize teaching young students to analyze primary sources and corroborate historical evidence?

During a five-month study in 2026, kindergarten teacher and graduate student Heidi Gerard introduced advanced disciplinary literacy methods to her classroom. The project challenged young students to analyze historical artifacts and photographs to build critical thinking skills.

Why it matters

Gerard aimed to test her belief that young learners possess greater capacity for complex critical thinking than traditional education models typically assume. Her findings suggest that educators may need to adjust their expectations for what early childhood students can achieve.

The study spanned a total of 5 months within a kindergarten classroom. Students engaged in analytical tasks including investigating historical artifacts and interpreting photographs.

The players

Heidi Gerard

She is a master's student in literacy and reading education at Cal State Fullerton and works as a kindergarten teacher.

Cal State Fullerton

This is the university where the research study was based and where the Summer Symposium was hosted.

U.S. Department of Education

This federal agency provided the capacity-building grant that supported the research program involved in the study.

The details

Students in the study participated in activities like a field trip to the Oakland Museum of California to practice evidence investigation. The research project was supported by the Engaging Graduate Students in Research, Scholarly and Creative Activities program, which operates through a U.S. Department of Education capacity-building grant.

The research study took place over a five-month period.
Heidi Gerard presented her findings at the Cal State Fullerton Summer Symposium in the summer of 2026.

Roadmap

This project aligns with the broader push to modernize early childhood pedagogy by integrating advanced inquiry-based learning. It marks a shift from passive observation in kindergarten to active research-based engagement.

Parents and local educators in Fullerton may see a shift in classroom expectations if these pedagogical methods gain traction in early learning environments. This research encourages local schools to re-evaluate whether current curricula under-challenge kindergarten students.

The takeaway

Educators are encouraged to consider that young children are often capable of higher-level critical thinking than standard lessons suggest. Introducing authentic artifact analysis early on can help build foundational academic confidence in young learners.