Purpose
The study investigates how kindergarten employees in Sweden describe their work on the topic of technology and how technology teaching is characterised in these descriptions. The research question is: How do kindergarten staff characterise technology education?
Result
The results show very varied practices in technology teaching, which means that the learning opportunities for children in different kindergartens are not the same. Some employees describe a clear and deliberate type of technology teaching, while others describe teaching that may be perceived as restricted and/or superficial. The study uncovered six ways to characterise technology education. Technology education (1) is about technological objects and systems in the children’s environment, (2) is about learning how to handle technological objects, (3) is doing experiments, (4) involves developing skills, (5) is naturally included in children’s play, and (6) is based on digital technology.
Design
The data were collected through seven semi-structured interviews and questionnaires involving seven kindergarten employees. The interviews lasted between 25 and 45 minutes and were both recorded and transcribed. Later, the material was analysed using narrative analysis.
References
Sundqvist, P. (2022). Characterizations of preschool technology education: Analyses of seven individual preschool teachers’ and childcare attendants’ descriptions of their teaching. International Journal of Technology and Design Education, 32(4), 2003–2018.
Online year: 2021
Issue year: 2022
Review year: 2022
Financed by
Mälardalen University, Sweden