'Bush Kinders': Developing Early Years Learners Technology and Engineering Understandings

Autor/inn/en	Speldewinde, Chris; Campbell, Coral
Titel	'Bush Kinders': Developing Early Years Learners Technology and Engineering Understandings
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 3, S.775-792 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Speldewinde, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09758-x
Schlagwörter	Design; Engineering; Construction (Process); Outdoor Education; Natural Resources; STEM Education; Play; Early Childhood Education; Foreign Countries; Technology; Knowledge Level; Preschool Children; Program Effectiveness; Australia + Suchen Sie Ihr Suchwort? Maschinenbau; Aufbau; Konstruktion; Freiluftunterricht; Natural Ressource; Natürliche Ressource; STEM; Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Technologie; Wissensbasis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Australien
Abstract	Developing a knowledge of design and construction technology and engineering is often overlooked in favour of 'digital' technology such as tablets and computers. By taking children outdoors into nature, removing tablets and computers as well as artificial and synthetic materials and replacing them with only what nature provides, children become attuned to developing STEM knowledge through play with natural materials. This knowledge often develops through teacher support and at times by default, as children experience the constantly changing landscape of the natural environment. The development of children's understandings of 'nature's' technology and engineering provides an opportunity for further investigation of nature-based early childhood education and care settings. Through research conducted at four Australian bush kindergartens, this paper presents data from photographs, interviews and observations undertaken of twelve teachers and over one hundred and twenty children. It responds to the research question, how do early years learners develop their understanding of technology and engineering by engaging in nature-based learning? The research was undertaken using ethnography, a useful method in nature settings as the approach enables a deep understanding of how children develop their understandings of applying technology and engineering over time. The data demonstrate the benefits preschool children can gain from learning and being 'in' and 'with' nature and the important role bush kinders play in supporting children's technological and engineering literacy. Findings reveal that through their participation in bush kinder, children can develop technological and engineering knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01