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

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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.

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Notes

  1. The National Curriculum Guidelines on ECE (for day-care in Finland); The National Core Curriculum for Preschool Education (for 6-years-old).

  2. Framework for children 3–5 by Scottish Consultative Council on the Curriculum; National Curriculum in United Kingdom (for key stage 1: ages 5–7).

  3. Baden Württenberg; Bavaria; Berlin; North Rhine-Wetphalia; Rhineland-Palatinate.

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Acknowledgements

We wish to express our special thanks to Josef Seiter (Austria), Kristi Paas (Estonia), Judith Ebach and Janine von Zabern (Germany) for their input in curriculum analysis.

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Authors and Affiliations

  1. Department of Education/Early Childhood Education, Faculty of Education, University of Jyväskylä, P.O. Box 35, 40014, Jyväskylä, Finland

    Leena Turja

  2. Institut für Psychologie, University of Koblenz-Landau, Universitätsstr. 1, Koblenz, 56070, Germany

    Martina Endepohls-Ulpe

  3. University of Provence-IUFM-Technopôle de chateau Gombert, 60 rue Joliot Curie, Marseille cedex 13, 13453, France

    Marjolaine Chatoney

Authors
  1. Leena Turja
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  2. Martina Endepohls-Ulpe
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  3. Marjolaine Chatoney
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Correspondence to Leena Turja.

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Turja, L., Endepohls-Ulpe, M. & Chatoney, M. A conceptual framework for developing the curriculum and delivery of technology education in early childhood. Int J Technol Des Educ 19, 353–365 (2009). https://doi.org/10.1007/s10798-009-9093-9

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