Purpose
The study is a systematic literature review of empirical research on technology teaching in kindergarten. The aim is to analyse what the combined results from previous studies can tell us about the emerging field of research and how technology education in kindergarten is characterised. The research questions are: 1) What consistent outcomes can be drawn from the results on technology education in kindergarten? 2) What conceptual dimensions of the nature of technology appear in the studies?
Result
The review found four main themes: 1) kindergarten teachers’ technology knowledge, 2) development of pedagogical knowledge for technology teaching, 3) technology activities in kindergarten with an emphasis on teaching and learning, and 4) children’s experiences of technology. The results showed that technology teaching often uses objects and focuses on the process more than the end product, and that there is a need for supportive and collaborative learning environments for kindergarten teachers. The studies highlighted technology as part of human practice and its role in today’s society, while the historical aspect of technology was less emphasised.
Design
The literature review followed a systematic approach and included searches in three major databases: Scopus, ERIC and EBSCO. The inclusion criteria were peer-reviewed empirical scientific studies written in English, published from 2013 to 2020, focusing on technology teaching for the age group 0-8 years. A total of 23 studies were included.
References
Eliasson, S., Peterson, L., & Lantz-Andersson, A. (2023). A systematic literature review of empirical research on technology education in early childhood education. International Journal of Technology and Design Education, 33(3):793–818.
Online year: 2022
Issue year: 2023
Review year: 2022