This paper focuses on the implications of the Level 1 Technology curriculum for children in Australia. In theory, the outcomes in the curriculum profile could provide useful learning experiences. However, undue emphasis is placed on the designing, making, and appraising components, which have the potential to push young children beyond their state of readiness to learn into a state of perceived inadequacy. The activity of making a sun hat is used as an example that incorporates inappropriate materials for the task and lacks differentiation between the children's stages of development. Teachers should first establish children's developmental level in order to design appropriate learning activities and place learning within the zone of proximal development. There are several phases in the creative process: (1) exploration of the medium, involving introductions to the materials to be used; (2) developing and refining concepts and techniques through making a completed object; (3) developing autonomy in which children identify their own challenges and work through the process using the skills and knowledge about the medium and equipment they gained earlier. As one of the eight key learning areas of the National Curriculum, Technology has the potential to help children develop if it is used correctly. (Contains 5 references.) (KDFB)