Endeavours providing both girls and boys with better and more equal possibilities for technological literacy have to start from the early years. The foundation of developing self-image and attitudes towards gender roles is laid early before the school-age. However, a national level curriculum for early childhood education (ECE) is a new phenomenon in many European countries. The existing curricula do not give much support with technology education. Thus, the purpose of this paper is to cast an overview of the ECE curriculum analysis made in the countries of UPDATE-project and propose a theoretical framework for technology education in ECE that aims to enhance gender sensitive technology education in the continuum from early years to adulthood. We discuss about the contemporary view of child-centred pedagogy and the concept of technology education fitting into the scope of ECE, and take a gender perspective to ECE practice. Play is highlighted as an important way of learning rarely studied in the context of technology education.