Abstract By exploring the pedagogical practices of early childhood education (ECE), this study examined how craft, design, and technology (CDT) education is implemented for young children in Finland. The findings suggested that versatile CDT activities play a moderate role in Finnish ECE. Our research surveyed 279 ECE professionals across Finland to study their pedagogical approaches in CDT education for children aged 1–7. Additionally, this study assessed how children’s age groups are related to these practices. CDT education is integrated into the Finnish ECE and preschool core curricula to foster cognitive, motor, social, aesthetic, and technological skills. However, its practical implementation remains limited, with educators reporting insufficient resources and varying practices. Exploratory factor analysis identified four pedagogical dimensions in CDT education: long-term and integrated craft projects, collaborative craft activities, independent craft activities, and model- and experiment-based crafting in short sessions. ANOVA revealed that preschool children were offered more opportunities to participate in CDT activities than younger children. Collaborative and long-term projects were considered less suitable for toddlers and were only partially implemented for children aged 3–5. Individually approached design practices and model-based sessions were the most implemented practices for CDT education. This study revealed the importance of pedagogies that promote transversal learning to better integrate CDT education into ECE. Age-appropriate activities engage even the youngest children in designing, making, and exploring hands-on technologies. Aligning CDT education with play-based, multidisciplinary practices can enhance developmental outcomes for children of all ages.
Posti et al. (Mon,) studied this question.