This study investigates preschool children’s interactions with technology in a Swedish context. The purpose is to broaden our knowledge about children, technology and preschool activities—not only the meanings of technology that is present in everyday preschool activities, but also how children interact with it. Collier-Reed’s (Pupils’ experiences of technology: exploring dimensions of technological literacy, PhD thesis, University of Cape Town, Cape Town, 2006) category system has been used to analyse data generated in two research circles. The participating preschool teachers were asked to present teacher- and children-initiated activities from their daily practices. 54 cases were identified, of which 40 included children’s interactions with technology according to the definitions provided by Collier-Reed. Mapping the results in a matrix representation based on Collier-Reed’s two sets of categorisation systems shows two clusters. The first mainly includes teacher-initiated activities, in which children were instructed how to use different artefacts. The second also includes children-initiated activities requiring more engagement as part of Collier-Reed’s notion of the core. Also, labelling was added to the category system in order to adapt it to the Swedish preschool setting.

本研究调查了瑞典语境中学龄前儿童与技术的互动。目的是拓宽我们对儿童、技术和学前活动的了解——不仅是在日常学前活动中出现的技术的含义，还有儿童如何与之互动。Collier-Reed 的（学生的技术经验：探索技术素养的维度，博士论文，开普敦大学，开普敦，2006 年）类别系统已被用于分析两个研究界产生的数据。参与的学前教师被要求从他们的日常实践中展示教师和儿童发起的活动。根据 Collier-Reed 提供的定义，确定了 54 个案例，其中 40 个包括儿童与技术的交互。将结果映射到基于 Collier-Reed 的两组分类系统的矩阵表示中显示了两个集群。第一个主要包括教师发起的活动，在这些活动中，孩子们被教导如何使用不同的人工制品。第二个还包括需要更多参与的儿童发起的活动，作为 Collier-Reed 概念的一部分。核心。此外，在类别系统中添加了标签，以使其适应瑞典学前教育环境。