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Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom

Abstract
Technology is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in programmes in which the practice of technological development is experienced, as is knowledge informing practice, and students gain an understanding of technology as a domain in its own right. In New Zealand children begin school at 5 years of age and this paper describes a classroom research project during which these students design and then construct a photo frame. The inducement for this development arose from students needing to safely transport home and then display a class photograph. This provided the opportunity for developing technological knowledge and skills within a real and relevant context—two key drivers when working with young students (Ministry of Education 2007) [MoE]. The results of this project suggest that teaching technology to five-year-old students is achievable and a valuable addition to other learning opportunities provided in the new entrant classroom. Strategies are suggested that will enable students to successfully achieve their goals whilst gaining a simple understanding of the technological process. By making good use of these it is possible to create a worthwhile and imaginatively challenging activity that reflects the essence of the technology education curriculum.
Type
Journal Article
Type of thesis
Series
Citation
Milne, L. (2013). Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom. International Journal of Technology and Design Education, 23(2), 349-360.
Date
2013
Publisher
Springer
Degree
Supervisors
Rights