Supporting technological thinking: Block play in early childhood education

Abstract

This chapter draws on the findings of a research study in two early childhood centres that examined how young children can best be supported to develop technological thinking and design skills in their play with blocks. The research was informed by sociocultural/cultural-historical theory and used an interactionist approach, paying particular attention to semiotic mediation, and the manner in which talk, drawings, and wooden blocks mediate children's technological thinking (creativity, innovation, evaluation, problem solving), and assists in advancing their block building skills. In addition to the study findings being a helpful guide to early childhood teachers wanting to support children's technological thinking, they also provide an enhanced understanding of the professional knowledge early childhood teachers need so they can support young children's thinking in science and highlight the importance of early childhood teachers having sufficient knowledge of the science concepts relating to these areas that they can mediate by bringing into the centre the appropriate resources and equipment for the children to devise and carry out simple physics activities. © 2011 Springer Science+Business Media B.V.