Abstract
The lack of coherence between early childhood education settings and primary school classrooms provides a challenge to the creation of a seamless educational experience in the period from birth to age eight. This paper examines the nature of technological activities in Kindergartens and New Entrant/Year One classes in New Zealand. It highlights commonalities between the two and discusses the potential for technology education to provide a bridge for children to ease their passage into the formal school setting and to provide a coherent educational experience.
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Mawson, B. Smoothing the Path: Technology Education and School Transition. Research in Science Education 33, 503–514 (2003). https://doi.org/10.1023/B:RISE.0000005252.78601.65
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DOI: https://doi.org/10.1023/B:RISE.0000005252.78601.65