Aims | The Child | Task of teaching | First steps to integration
- Introduction
- The child in   the centre
- The teacher
- The learning   environment
- In the   curriculum
- Conclusion

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Integration of technical education in primary education


6. Conclusion


From the above we can conclude some directives for the results of this project: 


►Self-confidence and well-being of a teacher in relation to technology increases his/her practice experience;


►children must be challenged to develop themselves;


► we have to meet the basic conditions of: being curious, having self-confidence and being emotionally free;


►being adaptive (i.e. taking into account the uniqueness of each child);


► technical education can be best executed while linked to other subjects in order to make it meaningful for children;


► technical education must have a clear place in a continuous learning line;


► it must be renewing;


► it must give space for creativity for the child AND teacher ;


► finally, obstacles to the introduction of technical education must be removed;


Inventarisatie van techniekwerkplaatsen en technieklokalen op verschillende locaties.





¹) Geert Hofstede, Allemaal Andersdenkenden, Londen 1991

Translated in many languages. English: Cultures and Organizations, Software of the Mind, London 1991; or later editions 

²) C. Vreugdenhil, Pre – and basic competencies for primary school teachers, provisional paper in Dutch, EDUCOM, The Hague 2003, p.2.

³), N. Fijma, B. Pompert, Naar een vormende lerarenopleiding door betekenisvolle activiteit²) 4) C. Vreugdenhil, Pre – and basic competencies for primary school teachers, provisional paper, EDUCOM, The Hague 2003, p.14

en, paper January 2003

5)Falco de Klerk Wolters, A PATT study among 10-12 year old students in th Netherlands, Journal of Technology Education, Vol 1, Nr 1 , Fall 1989