We are living in a fast-changing, technology-driven world, where technology affects the daily lives of every person, directly or indirectly. While the importance of providing young children with technological knowledge and experience has been well-recognized, how the curriculum should be developed deserves greater study. Using early childhood education in Hong Kong as a case study, this paper argues that to be successful in planning and implementing a technology curriculum, we cannot consider only the technological aspects. We also need to take into consideration the social and cultural factors. Among various social and cultural factors, this paper focuses on: (a) the background of the students and their parents, (b) society’s perceptions of technology, and (c) society’s expectations of children who learn about technology, and (d) the approach and method of teaching and learning technology. Copyright © 2005 Springer ScienceþBusiness Media, Inc.
|Journal||Early Childhood Education Journal|
|Publication status||Published - Jul 2005|
CitationSiu, K. W. M., & Lam, M. S. (2005). Early childhood technology education: A sociocultural perspective. Early Childhood Education Journal, 32(6), 353-358.
- Young children
- Technology education
- Social and cultural factors