Purpose
The study investigates what it means to be an active educator in the development of technological skills and digital self-confidence among kindergarten children. It focuses on how the actions and interactions of children and educators shape the learning process, what it means to be an active teacher, and how this can vary in the interaction with different children. The research questions are 1) What types of actions related to construction activities do children perform in activities led by educators? 2) Which of these construction-focused actions is critical to the design process? 3) What types of patterns can be identified behind the constitutive, construction-focused actions?
Result
The results show that children, who quickly and clearly participate in the choice of materials, collaborate with kindergarten teachers and peers, often play an important role in the design process. Adults often support these children and their actions. In order for all children to have equal opportunities in construction activities, it is important that kindergarten teachers understand how the children’s actions affect the process and what role they play in it.
Design
The researchers observed five activities in which two to four children along with one to two kindergarten teachers collaborated to make a functioning door for a model house. The study was carried out using action research in two kindergartens in a medium-sized town in southern Sweden. All activities were video recorded for further analysis, and the sample consisted of a total of 14 children between three and five years of age and seven experienced educators.
References
Boström, J., Hultén, M., & Gyberg, P. (2023). Who counts? Legitimate solutions in construction activities in preschool. International journal of technology and design education, 33(4), 1309–1344.
Online year: 2022
Issue year: 2023
Review year: 2022