A Conceptual Framework for Developing the Curriculum and Delivery of Technology Education in Early Childhood

Autor/inn/en	Turja, Leena; Endepohls-Ulpe, Martina; Chatoney, Marjolaine
Titel	A Conceptual Framework for Developing the Curriculum and Delivery of Technology Education in Early Childhood
Quelle	In: International Journal of Technology and Design Education, 19 (2009) 4, S.353-365 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-009-9093-9
Schlagwörter	Early Childhood Education; Young Children; Technology Education; Curriculum Development; Curriculum Implementation; Teaching Methods; Play; Foreign Countries; Educational Principles; Females; Gender Differences; Elementary Education; Program Descriptions; Educational Environment; Career Choice; Elementary School Curriculum; Elementary School Students; International Education + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Technisch-naturwissenschaftlicher Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Ausland; Bildungsprinzip; Weibliches Geschlecht; Geschlechterkonflikt; Elementarunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Internationale Erziehung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10