The young technologist within the Foundation Phase is described as an effective contributor towards team work and establishing friendships, evidentially through playing with their peers, engaging in enriching conversations about a topic of interest, such as robots or what was done over the weekend (Naude and Meier, 2020). In addition, grade 1-3 learners are able to follow simple instructions and steps, right-click by using your mouse (ICT-computers), additionally, Foundation Phase learners engage-in vigorous limbic, fine-and-gross motor activities, such as writing with a pencil, removing a plastic screw from a toy robot or using their fingers to move one piece of an abacus from one side to the other. Furthermore, Foundation Phase technologists engge-in in Mathematical thinking and conceptualisation which is evident in their interaction with solving more complex problems, such as word sums or providing a solution to a domestic problem, such as a dripping tap (Naude and Meier, 2020).
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Technological pedagogy and teaching-and-learning content Technology within the Foundation should be taught in an interesting, non-bias manner, in explanation, all learners should be provided with equal opportunities to explore various strands of Technology, such as the operation of a computer or a robot; content should appeal to a diverse group of learners - on the scale of their exposure to Technological apparatus and sub-divisions, such as Information Communication Technology and materials, such as smartphones. In addition, Technological activities/lessons should draw-on the existing linguistic and Mathematical skill-competencies and orders of thinking, such as logical, creative, inventive and process-based thinking skills.
