Early childhood is marked by an active, continuous effort to interpret and make sense of the people, spaces, and material objects that populate children's daily environments. By intentionally scaffolding their interactions with the historical and cultural landmarks around them, educators can help young learners cultivate a deeper sense of place and a more grounded understanding of their wider community. To explore this dynamic, the current study was carried out within a public kindergarten situated in İzmir, Turkey, spanning the 2018–2019 academic year. The research involved eleven preschool teachers who participated in focus group interviews concerning historical education in early childhood, and eleven children aged 48–66 months who took part in six visits to local heritage sites, including the Smyrna Mound, the Ancient Agora, and the Asansör. These visits were supported through storytelling, drama activities, guided discussions, and play-based experiences. The teachers reported that although outdoor activities were a regular part of their practice, historical heritage and urban history were rarely addressed as educational topics. Many also stated that they lacked the knowledge and resources needed to plan heritage-based learning experiences. Observations and interviews with the children indicated that participation in the site visits contributed to their understanding of the city's past. The children were able to discuss changes over time, explain the possible purposes of historical structures, and relate elements of İzmir's history to places and experiences familiar to them. The findings suggest that heritage-focused experiences can be meaningfully incorporated into early childhood education and highlight the need for greater attention to urban history and cultural heritage in teacher preparation and curriculum development.

early childhood education, historical consciousness, place-based learning, urban heritage, citizenship education, qualitative research, Turkey