The teaching of social sciences, particularly temporal concepts, in Early Childhood Education (ECE) and Primary Education is debated due to students' young age. Traditional methods may be unsuitable. Research suggests that stories are effective teaching tools in this age group. This study addresses the research question: Can temporal concepts be taught in ECE using a non-specific story for social science instruction? The aim was to design, implement, and assess a teaching program focusing on past/present/future, before/after, and change/transformation, using the non-specific story *Ramona la mona* with third-year ECE students (5-6 year olds) in a Spanish educational setting. The Spanish educational system is briefly described to provide context for understanding the study's framework.

The literature review examines the history of social sciences teaching in ECE, highlighting the controversy surrounding age-appropriate content and methods. While some believed young children lacked the abstract reasoning for understanding temporal concepts (Piaget's theories), research by Calvani (1986) and others countered this, demonstrating the capacity of preschoolers to grasp time-related notions. Several studies explored various approaches to teaching history, civics, and intercultural aspects in ECE. However, the literature reveals a scarcity of practical studies on teaching specific temporal concepts like past/present/future and before/after in ECE. The effectiveness of storytelling as an educational resource in ECE is also discussed, citing studies that emphasize its motivational and engagement benefits for various subjects, including social sciences. Stories foster understanding, encourage emotional expression, and build teacher-student relationships. The review concludes by highlighting the lack of research on using non-specific children's stories to teach temporal concepts in ECE, setting the stage for the current study.

This mixed-methods study utilized the CIPP evaluation model (Stufflebeam and Shinkfield, 1987) across four phases: context, input, process, and product evaluation. The study was conducted in a public school in Molina de Segura, Murcia, Spain, with 47 Spanish students (ages 5-6) in two third-year ECE classes. Context evaluation involved an Initial Questionnaire on Temporal Concepts (IQTC) for teachers and assessment of classroom resources. Input evaluation involved designing the teaching program based on the context evaluation, including activities adapted to students' needs. The program used the story *Ramona la mona* as a basis, teaching temporal concepts through various activities like brainstorming, drawing, worksheet completion, mask-making, and mural creation. Process evaluation involved continuous assessment through observation, voice recordings, and student work analysis. Product evaluation involved a Final Self-assessment Questionnaire (FSQ) to assess the program's effectiveness. Quantitative data (percentages, frequencies) were analyzed using SPSS v. 24. Qualitative data (brainstorming sessions, IQTC, FSQ) were analyzed using ATLAS.ti, following Miles and Huberman's model. The activities involved a variety of methods, including group and individual tasks. Specific activities included: Activity 1: Brainstorming on prior knowledge; Activity 2: Story narration and hypothesis generation; Activity 3: Train activity ordering characters by age; Activity 4: Students brought baby pictures to discuss past and present selves; Activity 5: Class brainstorming to list past and present activities; Activity 6: Drawing future selves; Activity 7: Creating grandparent masks; Activity 8: Creating murals and testing initial hypotheses.

The IQTC revealed that both teachers emphasized temporal concepts, using stories and images. The classroom resources assessment showed sufficient materials, although some technology was non-functional. The brainstorming session revealed significant differences in students' prior knowledge between the two classes, particularly regarding the concepts of 'past' and 'after'. Class A demonstrated more varied and detailed understanding. Continuous evaluation showed that Class A generally performed slightly better than Class B in various activities (drawings, worksheets, mask-making). However, Class B students exhibited higher engagement and participation in some tasks. The final mural activity showed non-significant differences between classes in understanding the past, present, and future. The FSQ highlighted the program's motivational aspects and practicality, but also suggested improvements such as focusing on the 'change/transformation' concept and refining activity timing and inclusion of activities focusing on the 'present'. A detailed analysis of individual student performance was also conducted.

The findings support the feasibility of teaching temporal concepts in third-year ECE using a non-specific story like *Ramona la mona*. The high level of objective fulfillment demonstrates the effectiveness of the chosen methodology. The inter-class differences highlight the importance of considering students' prior knowledge and adapting teaching strategies accordingly. The study's results align with previous research affirming the importance of laying the foundations for social sciences learning in ECE, confirming children's capacity to understand temporal concepts. The study contributes to the limited research on teaching temporal concepts using stories, particularly non-specific ones, in ECE settings.

This study successfully demonstrated the efficacy of a teaching program utilizing a non-specific children's story to teach temporal concepts in third-year ECE. The program was well-received and effective, with suggestions for refinements to further enhance its impact. Future research could explore the long-term effects of this approach, investigate its applicability across different age groups and cultural contexts, and investigate the use of other non-specific stories.

The study's limitations include its sample size and geographical location, potentially limiting the generalizability of the findings. The reliance on teacher self-reporting in the IQTC might introduce bias. The availability of resources, particularly technology, influenced some activities. Future studies could address these limitations using larger, more diverse samples and employing different data collection methods to increase the robustness of the findings. The temporal span of the study was short, precluding assessment of long-term effects.