Early years teachers’ experiences of factors supporting instruction in children’s craft and technology projects
DOI:
https://doi.org/10.58955/jecer.152247Keywords:
craft, design and technology projects, learning environments, co-teaching, early years educationAbstract
This study explores the factors that support instruction in young learners' craft, design and technology (CDT) projects, focusing on the experiences of teachers working in early childhood education, pre-primary education and early years of basic education. The data consists of group interviews (N = 7) and CDT development plans (N = 9) prepared by educational personnel. The data were analyzed using qualitative content analysis. Teachers emphasized that fostering working skills and encouraging active participation are central to project design. Co-teaching emerged as a particularly significant element in their experiences. Furthermore, collaboration with families and other community stakeholders was identified as an important contributor to the successful CDT projects. Expanding learning environments beyond the classroom, such as incorporating outdoor learning, was seen as a valuable way to enhance CDT projects with young learners. Both, the extension of learning spaces and stakeholder collaboration were viewed as opportunities to strengthen young learners’ engagement and learning outcomes in CDT. The findings can be applied to develop initial teacher education and in-service training for teachers working in early years educational settings.
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