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Asia-Pacific
Forum on Science Learning and Teaching, Volume 7, Issue 1, Article
5 (June, 2006) Beverley JANE Online reflections about tinkering in early childhood: A socio-cultural analysis
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Asia-Pacific
Forum on Science Learning and Teaching, Volume 7, Issue 1, Article
5 (June, 2006) Beverley JANE Online reflections about tinkering in early childhood: A socio-cultural analysis
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Conclusion
This journal article contributes to the debate surrounding the value of tinkering for young girls. The data were e-journals, posted online by female primary teacher trainees in their final year of study. In many of the e-journal entries the trainees recollected their experiences of tinkering when they were young. Most responses revealed how they 'felt' about participating in tinkering activities, rather than the scientific understandings they developed. This affective dimension is often overlooked, yet it is highlighted in this online learning environment.
A socio-cultural perspective reveals that participation in tinkering activities is complex, with many factors influencing the trainees' perceptions. Analysis of the e-journals using Rogoff's planes of analysis, showed how the innate characteristics of the individual trainees, the relationships with their parents, and their home upbringing, influenced the trainees' perceptions of tinkering. Using the 'personal lens' of analysis, some trainees identified that as young girls they were reluctant to tinker because they perceived it as being destructive. Others revealed that their interest in tinkering came from their individuality and seems to be innate. Another group experienced a current fear of tinkering that stems from their childhood experiences. The lack of tinkering experiences as they grew up, meant that as adults they were not confident to tinker. The interpersonal plane showed that the gendered roles of parents affected some trainees' views of tinkering. While it was clear that some parents were mentors, and encouraged their children to engage in tinkering activities in the home environment, other parents were not. The trainees identified stereotypic role models within the family. As young girls, some felt restricted in their family where tinkering was considered to be only a male activity. Others were encouraged to tinker by family members, including their mothers. Guided participation involving tinkering appeared to be absent in some girls' childhood. For others, family values strongly influenced their approach to tinkering.
A 'community/institutional lens', although of limited use for the data in this study, shows that most teacher trainees recognise the benefits of providing tinkering experiences for girls at school, and that as teachers they intended to implement this strategy in their classrooms. The study has implications for primary and early childhood teachers as well as parents. Results of the study give renewed support for teachers and parents to provide girls with tinkering experiences in their early years.
Overall, data analysis from a socio-cultural perspective, showed that these primary teacher trainees have many of the issues found for young girls. Results indicate that teaching technology is as much about winning hearts as minds. These personal reflections on very deep responses to technology must be an important part of preparing teachers to deal with young children's learning and responses.
Copyright (C) 2006 HKIEd APFSLT. Volume 7, Issue 1, Article 5 (June, 2006). All Rights Reserved.
