'A rattling good experience': the development of children's thinking in design and technology lessons in English and Finnish primary schools

The purpose of the project, and resultant study reported herein, was to provide insights into the development of children's learning within the design and technology curriculum. The study was based on the assumption that constructivistic driven, open-ended problem solving and pupil centred approaches are especially suitable for design and technology education. This study aims to reveal what kind of thinking occurred in children during a project which involved designing, making and using 'rattles'. It demonstrates what the outcome of this thinking was, with respect to children's learning about designing their unique version of a rattle. The context and purpose of a rattle is seen as a vital component of the information worked upon by children. This is an analysis of what the children intended their rattles to do, with respect to the design of components, which, when assembled, form a whole rattle. Creating a rattle is concerned with both the 'means - ends in view' thinking, as the product is designed and made, and the holistic purpose of the artefact in a socio-cultural setting. Such a teaching approach provides many opportunities for children to interact with design problems and other people, especially their peers.