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Technology teaching in preschool: A glimpse from the practice
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0003-4559-3500
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
HSV kategori
Identifikatorer
URN: urn:nbn:se:mdh:diva-31424OAI: oai:DiVA.org:mdh-31424DiVA, id: diva2:919524
Tilgjengelig fra: 2016-04-14 Laget: 2016-04-14 Sist oppdatert: 2016-04-14bibliografisk kontrollert
Inngår i avhandling
1. Teknik i förskolan är inte något nytt, men idag är vi mera medvetna om vad vi kallar teknik: Personalens beskrivningar av teknik som innehållsområde i förskolan
Åpne denne publikasjonen i ny fane eller vindu >>Teknik i förskolan är inte något nytt, men idag är vi mera medvetna om vad vi kallar teknik: Personalens beskrivningar av teknik som innehållsområde i förskolan
2016 (svensk)Licentiatavhandling, med artikler (Annet vitenskapelig)
Abstract [en]

This study investigates what preschool staff include in the technology subject in preschool education, what content they view as relevant and how the teaching of this content can be organized. This is motivated by the fact that technology as subject have not been clearly defined, leaving the teachers insecure and unconfident about what to teach and how to teach it. In addition, preschool do not have a tradition of addressing teaching and learning the way they are now obliged to do according to the curriculum and many studies have shown subject teaching to be a challenge in preschool. Thus, the preschool staff’s challenge is twofold regarding the teaching of technology.

The aim is addressed by a mixed methods design, starting with questionnaires and followed by interviews with preschool staff (daycare attendants and preschool teachers). The questionnaire was completed by 102 preschool staff members and interviews were held with seven of these participants.

A key results is that technology in preschool involves building and creating. Emphasized is that children should be offered much and varied materials and that it should be available in the environment and inspire creative activities. Another key result is that every-day use of artifacts is viewed as part of technology education. Children should learn to handle artifacts by using them, e.g. pulling up the zipper to close the jacket or cut with scissors. These are activities preschool have always engaged children in, which the staff now name technology. However, there are variations in the result and there are preschool staff members who express a more conscious teaching where children are able to learn about things like the purpose of technology, what parts an object consist of and how these parts are connected, and about technological systems, e.g. how the water get from the lake to the tap and how it is purified on the way. But there are also examples where technology activities are used as a means for working towards the striving goals of other areas, such as math, science and social behavior.

Implications are that preschool staff need to develop their teaching in order to work in accordance with the curriculum. A relevant first step is to strengthen their content competence in technology, but also, they need tools for how to teach subject matter like technology in a practice characterized by children’s own choice and influence.

sted, utgiver, år, opplag, sider
Västerås: Mälardalen University, 2016
Serie
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 233
Serie
Mälardalen Studies in Educational Sciences ; 24
Emneord
technology, technology education, preschool, preschool staff, early childhood education, teknik, teknikundervisning, förskola, förskolepersonal
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-31383 (URN)978-91-7485-259-2 (ISBN)
Presentation
2016-05-27, Lambda, Mälardalens högskola, Västerås, 09:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2016-04-07 Laget: 2016-04-06 Sist oppdatert: 2019-03-07bibliografisk kontrollert

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