Historians work from their own point of view. They are influenced by the time period in which they live, their geographic location, the languages they speak, and the information available to them. Life experiences prompt them to research or write on various topics.

The audience of the historian influences the writer. If the intended audience is children, the writer will choose vocabulary words easily understood by the age level. The structure of the writing will reflect needs and interests of children. Some items will be deleted because adults, rather than children, would show interest in a topic.

In what setting will the intended audience receive the historical material? If the setting is a classroom the writer often further tries to define the history by identifying the following:

a. Major concepts

b. Knowledge which the writer believes should be retained in society

c. Major generalizations.

Writing is patterned to "teach" major concepts, generalizations, theories, or facts. If the writing is intended for personal enjoyment a form is chosen which will involve or entertain that segment of society.

Historians use primary sources (original documents, people, and places) and secondary sources (descriptive writings or material done at a time not closely tied to an event.) Techniques used include the following and many more.

1. Reading (primary and secondary sources)

2. Interviewing

3. Charting, mapping, and graphing

4. Examining objects, pictures, or visiting places

5. Viewing or listening to audio visual materials

6. Analyzing data collected

7. Writing to clarify and organize ideas

The ways of knowing and studying history are not limited to structured methodology. Though historical scholars might not recognize some of the following ways of knowing, children do attain an understanding of history through music, arts and crafts, simulations and imaginative play, emotional experiences such as prejudice, hate, love, or humor, faith experiences that help them establish or clarify values or even pure fantasy..

Learning history by playing with old toys, experiencing a grandparent's love, talking about the "old times" when Mom or Dad were little, attending family reunions, imagining what the future could be like, singing a folk song, carving a willow whistle, or praying can all be ways which link people to the large group of humans who have lived before them.

Much of this kind of learning takes place at a local level and cannot be prepared by national or international publishers.

The study of history must be linked to internal, existing historical structures within the children involved.