Technological funds of knowledge in children's play: Implications for early childhood educators

THE TECHNOLOGICAL KNOWLEDGE THE children bring with them into early childhood settings is not well documented or understood. This article discusses the technological knowledge and understanding of the nature of technology present within children's collaborative play in two New Zealand early childhood settings. The children incorporated a wide range of technological knowledge and understandings in their collaborative play they brought from their out-of-Centre experiences. These elements are described in terms of the strands of the New Zealand Technology Curriculum. The discussion then focuses on the implications for early childhood educators' knowledge in this domain area and offers some possible avenues of interest that might profitably be explored within an early childhood program.