Construction Technology in Early Children Setting

Technology is everywhere, and we use it every day.  It is science put into action to solve problems and make people’s lives easier (Fleer & Jane, 2011).  Technology is behind almost everything in our everyday lives, from computer, cars, lights, to paper, pencil, brick, block, etc.  Engineers use technology to design and construct materials and structures such as bridges, roads and buildings.  Technology can be seen in all the built structures all around us.

Recently, children in my centre are very interested in building with all the different sorts of blocks, like Unifix blocks, Lego, etc. and especially the wooden blocks. Children inspired each other with their creative ideas and built marvellous constructions.

Therefore, we teachers can help to foster children’s learning about structures by gathering information from the internet and books from the library, to enhance children’s interest and learning in building and constructing.  We looked at some famous constructions around the world, like the Great Wall of China, the pyramids in Egypt, the stature of liberty in USA, etc.  All the designs are culturally framed.  Construction technology is embedded in its social context (Fleer & Jane, 2011). 

At mat time, we talked about some basic history and facts behind each of the structures we gathered, especially the sky tower since quite a few of the children were interested in building sky tower. They used all kinds of resources and materials as they worked together to encourage and support each other. They even made sky tower out of toilet rolls and other collage.  According to Te Whaariki, it’s our responsibility as teachers to provide resources and a rich environment to support children’s needs and interest.  During mat time, we asked the children open-ended questions to find out what they know, and let them ask questions to find out what they wanted to know.

“As educators, we want children to ask technological questions – questions that we can use to build relevant and interesting technological teaching programs” (Fleer & Jane, 2011, p84).  We know that children are full of curiosity; they like to ask questions about what they saw and what they did not understand.

Based on the children’s interest, we planned to enhance their learning and experiences further by going on a trip to the sky tower.  All the parents and children enjoyed the trip a lot.  It was so nice to see them spending quality time together.  We took lots of photos from the trip to the sky tower.  We wrote a little story and put them into each child’s portfolio for them to treasure their special memory.  Children love revisiting their portfolios and talk about the learning and experiences with friends, parents and whanau.  The strand of belonging in Te Whaariki states that “children and their families experience an environment where connecting links with the family and the wider world are affirmed and extended” (Ministry of Education, 1996, p56).

 

Construction technology involves design of structures, building materials and building tools (Fleer & Jane, 2011).  When children design and plan about how their structure is going to be built, they are expressing their imagination and creativity.  In technology education, creativity and imagination are important aspects (Fleer & Jane, 2011).  Imagination helps children broaden their experience.  As they choose their materials to build, they encounter with problems, thus it provides them with opportunities to develop their cognitive and problem solving skills.

References

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest,  N.S.W: Pearson Australia.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington:  

       Learning Media.