THE YOUNG TECHNOLOGIST IN THE FOUNDATION PHASE
Technology in the foundation phase
According to Naudé and Meier (2020) humans have always used technology to make their lives better. To prepare food and defend themselves, ancient people employed a variety of tools and weapons. The same way that our ancestors relied heavily on technology to survive, so do we today.
Technology education is defined as educational initiatives that foster critical thinking abilities in students as they create answers to issues using systems and the environment (Naudé & Meier, 2020).
Naudé and Meier (2020) cite DoE (2009) as saying that technology is the use of information, skills, and resources to satisfy people's needs and desires by creating workable solutions to issues while taking into account social and environmental considerations.
Technology is by its very nature useful. In this area, children should actively participate in original problem solving. Activities might be creating a bridge in the playground out of wooden boxes and balancing beams, or building an animal shelter out of empty cereal boxes that can withstand strong winds (Excell & Linington, 2015).
Characteristics of the young technologist
ENJOYS GROUPWORK - They will start initiatives as a group, such as building a tent (Naudé & Meier, 2020).
Knowledge and Skills Required
Technological Processes and Skills - Naudé and Meier (2020) claim that the learner can use the relevant information and communication technologies to apply technical processes and skills in an ethical and responsible manner.
Phases of the technological design process
PHASE 3: MAKE - The suggested product or problem-solving approach is prototyped Naudé & Meier, 2020). 
PHASE 1: INVESTIIGATE - Analyze the issue or requirement. You must describe your issue in great detail (Naudé & Meier, 2020). 
PHASE 2: DESIGN - Students select a design that will attempt to address a challenge (Naudé & Meier, 2020). 
PHASE 5: COMMUNICATE - The prototype is then evaluated by the learners to determine its success and suggest improvements (Naudé & Meier, 2020). 
PHASE 4: EVALUATE - The created prototype is subsequently put into use and assessed (Naudé & Meier, 2020). 
According to the South African Department of Education (2002), teachers should provide students with opportunities to develop and apply specific skills to solve technological problems, comprehend the theories and knowledge underlying technology, and recognize the interplay between individuals' values and attitudes and technology, society, and the environment (Naudé & Meier, 2020).
Technological Knowledge and Understanding - The student can comprehend and use current technology knowledge in an ethical and responsible manner (Naudé & Meier, 2020).
Technology, Society and Environment - DoE (2002) states that the learner is able to demonstrate a grasp of the interrelationships between science, technology, society, and the environment over time, according to Naudé and Meier (2020).
FOLLOWING SIMPLE RULES - They are aware by this point that instruments, such scissors, might be hazardous and that they shouldn't walk around holding tools (Naudé & Meier, 2020).
STARTS TO MAKE PREDICTIONS - They might be able to foresee that their creation will be useful (Naudé & Meier, 2020).
SOLVES MORE COMPLEX PROBLEMS -They change their ideas after realizing why the tent they constructed fell (Naudé & Meier, 2020).
IMPROVED MUSCLE CONTROL - By this age, individuals can cut more precisely and operate instruments more easily (Naudé & Meier, 2020)