A conceptual framework for developing the curriculum and delivery of technology education in early childhood

Abstract

The purpose of this article is to provide an overview of the analysis of the Early Childhood Education (ECE) curriculum in six countries involved in the UPDATE-project, and on that basis, propose a conceptual foundation for technology education in ECE that aims to enhance gender sensitive technology education in the continuum from early years to adulthood. The existing ECE curricula in the participating countries were analysed according to the general pedagogical approach as well as the contents specific to technology education. In many cases technology education was presented generally or implicitly, embedded in various curriculum content areas, and the existing curricula did not offer much support for teachers to figure out the nature, aims and pedagogical means of early childhood technology education. The comparison of the curricula raised some common key-issues which are important to construe more theoretically. In consequence, the article also focuses on the contemporary view of child-centred pedagogy and the conceptualisation of technology education fitting into the scope of ECE. Play is highlighted as a fundamental way of learning seldom studied in the context of technology education. In addition, a gender perspective on technology education deals with equal possibilities of both sexes to acquire knowledge, abilities and attitudes needed in technological agency.

Gender and technology in free play in Swedish early childhood education

“…Other teachers are of the view that they can detect a difference between what boys and girls play with and how they do it (cf. Turja et al, 2009). They exemplify with the fact that boys more often build garages and roads while girls construct objects to do with, for instance, farming.…”

“…Turja et al (2009) claim that girls generally have a lower self-confidence when it comes to activities which are seen as stereotypically male. Although building a tower with blocks is not a stereotypically male activity, it still seems likely that she does not dare to enter the play on the same terms as the boys; in this situation she therefore becomes a "helper" to the boys.…”

“…The authors assert that activities associated with technology might be transformed into roles that children can try out when playing -for instance, the roles of designer/inventor, manufacturer, mender, consumer/user etc. Turja et al (2009) also expound on various types of play, of which the best one for technology education seems to be the functional play where 'children acquire knowledge of objects, materials and physical phenomena, and learn to master the use of tools and techniques through explorations and rehearsals' (p. 360). In short, it becomes possible for children to practice advanced technological activities and roles through creative play.…”

Women in technology-oriented fields

“…Previous studies have shown that interest and self-efficacy with respect to technology arise early in childhood (Turja, Endepohs-Ulpe, & Chatoney, 2009;Endepohls-Ulpe, Ebach, Seiter, & Kaul, 2012). As not all parents are interested in crafts and technology, or work in a technologyoriented field, we suggest that in order to raise the interest of those girls who will have no example from their family, it is important that schools take more responsibility for providing information and role models for these possible study and career options.…”

Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan <br> What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool

“…Freeman, 2007;Turja et al, 2009), enligt vilken leksaker och lekar följer stereotypa könsmönster; pojkar leker med bilar och lyftkranar, där tekniken ofta blir central i leken, medan flickor deltar i lekar med dockor och hästar där tekniken endast bildar bakgrund (t.ex. en hästhage).…”