Even though construction tasks have a long history as an activity in the Swedish preschool, technology as a content matter (e.g., construction) is relatively new. Hence, preschool teachers are generally unsure of the content of technology and how to handle it from a teaching perspective. Thus, there is need for deeper understanding of how construction tasks in preschool can be enacted and what kind of premises are offered to the children. To investigate this, we took our stance in activity theory and the concepts of mediating artifacts, rules and division of labour. This helped us discern what type of instructional practices that were enacted by preschool teachers when working with construction tasks. Activity theory in combination with thematic analysis helped us distinguish four general didactic actions that the teachers used to bring about the construction task—to engage, to guide, to coordinate, to show. These four strategies were then formulated into specific technology didactic actions through the perspectives of technology as product, process and concepts.

尽管建筑任务作为瑞典学前班的一项活动有着悠久的历史，但作为内容的技术（例如，建筑）相对较新。因此，学前教师普遍不确定技术的内容以及如何从教学的角度来处理它。因此，需要更深入地了解学前班的建设任务如何制定，以及为孩子们提供什么样的场地。为了研究这一点，我们在活动理论和中介人工制品、规则和分工的概念中采取了我们的立场。这有助于我们辨别学龄前教师在处理建筑任务时采用的教学实践类型。活动理论与主题分析相结合，帮助我们区分了教师用来实现构建任务的四种一般教学行为——参与、引导、协调、展示。然后，通过作为产品、过程和概念的技术视角，将这四种策略制定为具体的技术教学行动。