Technological thinking in the kindergarten - training the teaching-team

Osnat Dagan
World ORT

Asi Kuperman
Tel-Aviv University, School of Education, Israel

David Mioduser
Tel-Aviv University, School of Education, Israel

Ladda ner artikel

Ingår i: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Linköping Electronic Conference Proceedings 73:16, s. 135-143

Visa mer +

Publicerad: 2012-06-18

ISBN: 978-91-7519-849-1

ISSN: 1650-3686 (tryckt), 1650-3740 (online)


This paper reports about the first stage of implementation of an innovative curriculum on technological thinking and doing in the kindergarten. The main goal in this first stage was to train the teaching teams; supporting their learning of the rationale; contents and pedagogical resources of the new curricular program. The program is the result of four years of research and development in an experimental project conducted in kindergartens in center Israel; and is currently being implemented in three kindergartens in north Israel in a cooperative effort between Tel-Aviv University and World ORT - a world non-governmental organization supporting technology education and vocational training in Israel and countries worldwide.

The challenge in this training effort is to foster the introduction of an innovative program influencing multiple aspects of the kindergartens’ life: it is about technology (content); technological thinking (cognitive processes and skills); technology teaching in the kindergarten (pedagogy); and novel means and environments for young children’s learning-by-doing technology (learning environment). Thus in this first stage of implementation; the main goals pursued were to ensure a progressive and natural adoption of the innovative program by the teaching teams; as well as its gradual and successful implementation in the kindergartens.

In this paper we report about the first stage of training and implementation of the program using data from structured teaching-teams questionnaires; observations; and documentation of actual activities in the kindergartens.


Technological thinking; design; teacher training; preschoolers


Compton V.J and France B.J. (2007). Towards a New Technological Literacy: Curriculum Development with a Difference. Curriculum Matters; 3; 158-175.

ITEA; (2000). Standards for technological literacy: Content for the study of technology. Reston; VA: International Technology Education Association.

Kinsler; K. and Gamble; M. (2002) Reforming Schools. New York; NY: Continuum.

Turja; L.; Endepohls-Ulpe; M.; and Chatoney; M. (2009). A conceptual framework for developing the curriculum and delivery of technology education in early childhood. International Journal of Technology and Design Education; 19; 353-365. Ministry of Education; Israel (in preparation). Science and Technology curriculum for the kindergarten.

Mioduser; D. (2009). Learning technological problem solving - cognitive and epistemological perspective. In A. Jones & M. deVries (Eds.) International Handbook for Research and Development in Technology Education. Sense Publishers.

Citeringar i Crossref