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The design of early childhood makerspaces to support positive technological development.

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Title: The design of early childhood makerspaces to support positive technological development.
Authors: Bers, Marina Umaschi1 marina.bers@tufts.edu, Strawhacker, Amanda1 amanda.strawhacker@tufts.edu, Vizner, Miki1 michael.vizner@tufts.edu
Source: Library Hi Tech. 2018, Vol. 36 Issue 1, p75-96. 22p.
Subject Terms: *Early childhood education, *Classroom environment, *Academic libraries, Technological innovations, Interior decoration, Space (Architecture)
Abstract: Purpose With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches for thinking about the role of design of the learning environment: the makerspace movement, Reggio Emilia’s Third Teacher approach, and the positive technological development (PTD) framework.Design/methodology/approach This paper describes two case studies that involved the design of two different early childhood makerspaces (ECMSs) through a co-participatory design experience: the Kindergarten Creator Space at the International School of Billund in Denmark; and the ECMS at (removed for blind review), a resource library in Medford, MA.Findings Based on the foundational education framework of PTD, and ideas from the field of interior design, this paper describes the design principles of several successful makerspaces, and case examples of children who use them.Originality/value By grounding the theoretical discussion in three approaches, the authors aim to suggest design elements of physical spaces in schools and libraries that can promote young children’s learning through making. Recommendations are discussed for practitioners and researchers interested in ECMSs. [ABSTRACT FROM AUTHOR]
Copyright of Library Hi Tech is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: The design of early childhood makerspaces to support positive technological development.
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  Data: <searchLink fieldCode="AR" term="%22Bers%2C+Marina+Umaschi%22">Bers, Marina Umaschi</searchLink><relatesTo>1</relatesTo><i> marina.bers@tufts.edu</i><br /><searchLink fieldCode="AR" term="%22Strawhacker%2C+Amanda%22">Strawhacker, Amanda</searchLink><relatesTo>1</relatesTo><i> amanda.strawhacker@tufts.edu</i><br /><searchLink fieldCode="AR" term="%22Vizner%2C+Miki%22">Vizner, Miki</searchLink><relatesTo>1</relatesTo><i> michael.vizner@tufts.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Library+Hi+Tech%22">Library Hi Tech</searchLink>. 2018, Vol. 36 Issue 1, p75-96. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+libraries%22">Academic libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+innovations%22">Technological innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Interior+decoration%22">Interior decoration</searchLink><br /><searchLink fieldCode="DE" term="%22Space+%28Architecture%29%22">Space (Architecture)</searchLink>
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  Label: Abstract
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  Data: Purpose With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches for thinking about the role of design of the learning environment: the makerspace movement, Reggio Emilia’s Third Teacher approach, and the positive technological development (PTD) framework.Design/methodology/approach This paper describes two case studies that involved the design of two different early childhood makerspaces (ECMSs) through a co-participatory design experience: the Kindergarten Creator Space at the International School of Billund in Denmark; and the ECMS at (removed for blind review), a resource library in Medford, MA.Findings Based on the foundational education framework of PTD, and ideas from the field of interior design, this paper describes the design principles of several successful makerspaces, and case examples of children who use them.Originality/value By grounding the theoretical discussion in three approaches, the authors aim to suggest design elements of physical spaces in schools and libraries that can promote young children’s learning through making. Recommendations are discussed for practitioners and researchers interested in ECMSs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Library Hi Tech is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1108/LHT-06-2017-0112
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      – Code: eng
        Text: English
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      – SubjectFull: Early childhood education
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      – SubjectFull: Classroom environment
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      – SubjectFull: Academic libraries
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      – SubjectFull: Technological innovations
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      – SubjectFull: Interior decoration
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              Text: 2018
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