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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
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (Matematikens, naturvetenskapens och teknikens didaktik)ORCID iD: 0000-0003-4559-3500
2016 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Västerås: Mälardalen University , 2016.
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 233
Series
Mälardalen Studies in Educational Sciences, 24
Keyword [en]
technology, technology education, preschool, preschool staff, early childhood education
Keyword [sv]
teknik, teknikundervisning, förskola, förskolepersonal
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-31383ISBN: 978-91-7485-259-2 (print)OAI: oai:DiVA.org:mdh-31383DiVA: diva2:917501
Presentation
2016-05-27, Lambda, Mälardalens högskola, Västerås, 09:15 (Swedish)
Opponent
Supervisors
Available from: 2016-04-07 Created: 2016-04-06 Last updated: 2016-04-27Bibliographically approved
List of papers
1. Svensk förskolepersonals beskrivningar av teknik
Open this publication in new window or tab >>Svensk förskolepersonals beskrivningar av teknik
2015 (Swedish)In: LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö, ISSN 2323-7104, E-ISSN 2323-7112, Vol. 3, no 2, 237-257 p.Article in journal (Refereed) Published
Abstract [en]

With regards to previous research results on how the teacher’s/preschool teacher’s understanding of a subject effects children’s learning and apprehending of the subject combined with the difficulties for the technology subject to take place in preschool this study aims at investigating how preschool staff (including preschool teachers and day care attendants) describe technology. A qualitatively designed questionnaire was sent out to 139 preschool teachers and day care attendants in a Swedish municipality, whereof 102 answered. The open question about what technology is thought to be was analyzed using a conventional content analysis resulting in nine categories, of which six interrelated hierarchically and one contained answers witch could not be categorized. Thus the result shows eight different ways in which technology is described, from a simple and naive description to a more complex description that implicates a deeper understanding of technology. A majority describes technology according to the latter. The result also shows that it is mainly the preschool teachers who describe technology in a more complex way. Many of the respondents have trouble separating technology from science, and quite a few describes technology as technique, which is another meaning for the word in the Swedish language.

Place, publisher, year, edition, pages
LUMA Centre Finland: , 2015
Keyword
preschool, preschool staff, technology, conventional content analysis, förskola, förskolepersonal, teknik, konventionell innehållsanalys
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-28556 (URN)
Conference
NFSUN – Nordic Research Symposium on Science Education, Helsinki, Finland, June 4-6, 2014
Available from: 2015-07-02 Created: 2015-07-02 Last updated: 2016-04-14Bibliographically approved
2. Technology education in preschool: Providing opportunities for children to use artifacts and to create
Open this publication in new window or tab >>Technology education in preschool: Providing opportunities for children to use artifacts and to create
(English)Manuscript (preprint) (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31423 (URN)
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-14Bibliographically approved
3. The Purpose of Technology Education in Preschool: Swedish Preschool Staff’s Descriptions
Open this publication in new window or tab >>The Purpose of Technology Education in Preschool: Swedish Preschool Staff’s Descriptions
2015 (English)In: Plurality and Complementarity of Approaches in Design and Technology Education: PATT29 conference proceedings / [ed] Marjolaine Chatoney, Marseille: École supérieure du professorat et de l’éducation, Aix-Marseille Université , 2015, 390-396 p.Conference paper, (Refereed)
Abstract [en]

In 2010 technology became emphasized as a subject in the revised curriculum for the Swedish preschool. Two yearslater 42 preschools were scrutinized by the Swedish Schools Inspectorate. The resulting report revealed that thepreschool staff lacked knowledge about technology in general and felt insecure regarding the subject’s application inthe preschool practice. There is relatively little research on the area, but even so some studies have shown the sametendency. To increase the knowledge of the existing situation in the preschool the aim of this study was to investigatehow preschool staff describe the purpose of technology education in preschool. Data was collected through an openendedquestionnaire. A stratified sample of 10 % of all the preschools in the investigated municipality resulted in thequestionnaire being sent out to 139 preschool teachers and day care attendants. The return rate was 73 %. The datawas analyzed using a conventional content analysis to create categories from data. Five categories were formed todescribe the preschool staff’s descriptions of the purpose of technology education: 1) to develop children’s interestin technology, 2) to make children aware of the technology around them and through that making the technologyavailable for them, 3) to give children an awareness about how technology works, 4) for children to develop abilitiesand knowledge to be able to create, invent and solve problems using technology, 5) to prepare children for futurelearning. All together these categories cover all aims but one for sustainable development stated in the steeringdocuments for the preschool and it seems that these respondents have a more developed understanding oftechnology in preschool than the ones the Swedish Schools Inspectorate reported in 2012.

Abstract [fr]

L’année 2010, la technologie s’est accentuée comme l’objet d’un programme d’enseignement révisé pour l’école maternelle en Suède. Deux ans plus tard, 42 écoles maternelles ont été inspectées par la Direction Nationale Suédoise des Etablissements Scolaires. Leur rapport a révélé que les effectifs des écoles maternelles manquaient la connaissance des technologies en général et se sentaient incertains par rapport à l’implication de l’objet au sein des activités des écoles maternelles. Le domaine ne dispose pas de beaucoup de données, mais même quelques enquêtes ont montré les mêmes tendances que les inspections. Pour améliorer la connaissance de la situation existante dans les écoles maternelles, le but de l’enquête était d’investiguer comment les effectifs décrivent le but d’enseignement des technologies dans les écoles maternelles. Des donnes étaient collectées par une enquête à questions ouvertes. Un échantillon stratifié comprenant 10 % de toutes les écoles maternelles inspectées dans cette municipalité a amené à l’expédition de l’enquête vers 139 institutrices d’écoles maternelles et assistantes maternelles. Le taux de réponse s’élevait à 73 %. La question ouverte utilisée dans cette enquête a été analysée à l’aide d’une analyse de contenu conventionnelle pour créer des catégories sur base des données. Cinq catégories ont été créées pour décrire les descriptions des effectifs concernant le but d’enseignement des technologies : 1) pour développer l’intérêt de l’enfant pour la technologie, 2) pour rendre les enfants conscients de la technologie dans leur environnement et par rendre cette technologie accessible à eux, 3) pour donner les enfants une conscience sur comment la technologie fonctionne, des connaissances concernant la technologie, 4) pour que les enfants puissent développer des compétences et connaissances pour être capable de créer, inventer et résoudre des problèmes à l’aide de technologie, des connaissance dans la technologie, 5) pour préparer les enfants aux études futures. En somme, ces catégories couvrent quasiment les buts mentionnés dans les documents dirigeants pour les écoles maternelles et il semble que les pensées des répondants concernant la technologie dans les écoles maternelles sont plus élaborées que celles rapportées par la Direction Nationale Suédoise des Etablissements Scolaires en 2012.

Place, publisher, year, edition, pages
Marseille: École supérieure du professorat et de l’éducation, Aix-Marseille Université, 2015
Keyword
technology education, preschool, preschool staff, early childhood
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-28316 (URN)978-2-85399-994-6 (ISBN)
Conference
Conference PATT 29: Plurality and complementarity of approaches in design and technology education, 7-10 april 2015, Palais du Pharo, Marseille, France
Available from: 2015-06-15 Created: 2015-06-15 Last updated: 2016-04-14Bibliographically approved
4. Technology teaching in preschool: A glimpse from the practice
Open this publication in new window or tab >>Technology teaching in preschool: A glimpse from the practice
(English)Manuscript (preprint) (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31424 (URN)
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-14Bibliographically approved

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