Makerspaces in early childhood education: Principles of pedagogy and practice. (3rd July 2019)

• Record Type: Journal Article
• Authors: Marsh, Jackie; Wood, Elizabeth; Chesworth, Liz; Nisha, Bobby; Nutbrown, Beth; Olney, Bryony
• Is Part Of: Mind, culture, and activity. Volume 26:Number 3(2019)
• Page Start: 221
• Page End: 233
• Publication Date: 2019-07-03
• Subjects: Cognition -- Periodicals; Cognition and culture -- Periodicals; 150
• DOI: 10.1080/10749039.2019.1655651
• Languages: English
• ISSNs: 1074-9039

Abstract

ABSTRACT: The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years ("Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity" or MakEY), we identify three key principles that are integral to this provision: maker agency, maker funds of knowledge, and postdigital maker play. The paper identifies that makerspaces lead to the development of skills and knowledge that will become increasingly important in societies that are becoming highly technologized.