The Impact of Makerspaces in Early Childhood Education on Children's Creativity and Self-Efficacy.
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| Title: | The Impact of Makerspaces in Early Childhood Education on Children's Creativity and Self-Efficacy. |
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| Authors: | Peleg, Adela1 (AUTHOR) adelapeleg@gmail.com, Levy, Sharona T.1 (AUTHOR) |
| Source: | Journal of Research in Childhood Education. 2026, Vol. 40 Issue 3, p544-562. 19p. |
| Subject Terms: | *Early childhood education, *Experiential learning, *Creative ability, *Teaching methods, Makerspaces, Gender differences (Sociology), Self-efficacy |
| Abstract: | Growing in popularity across educational contexts, makerspaces are recognized for enhancing students' creativity and thinking skills through hands-on learning. This study investigates the introduction of a makerspace in kindergarten and its impact on the creativity and self-efficacy of children age 5–6. Using a quasi-experimental design with 85 participants (48 in the intervention group and 37 in the comparison group), the study employed the Picture Multiple Solution task, a self-efficacy questionnaire, and teacher interviews. Findings revealed a marked improvement in creativity among boys in the intervention group, while no significant changes were observed among girls. Additionally, a general decline in self-efficacy related to using hand tools was noted, particularly among girls. These results contrast with prior studies that report positive outcomes in creative problem-solving and tool-use confidence, especially among older participants. The findings highlight both the benefits and challenges of makerspaces for young children and underscore the need for further research. Educators should prioritize inclusive activities that appeal to all genders and provide support for learning tool use in makerspaces. This study emphasizes the dual potential of makerspaces to foster creativity while also presenting challenges, offering insights to inform their integration in early childhood education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd 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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| Abstract: | Growing in popularity across educational contexts, makerspaces are recognized for enhancing students' creativity and thinking skills through hands-on learning. This study investigates the introduction of a makerspace in kindergarten and its impact on the creativity and self-efficacy of children age 5–6. Using a quasi-experimental design with 85 participants (48 in the intervention group and 37 in the comparison group), the study employed the Picture Multiple Solution task, a self-efficacy questionnaire, and teacher interviews. Findings revealed a marked improvement in creativity among boys in the intervention group, while no significant changes were observed among girls. Additionally, a general decline in self-efficacy related to using hand tools was noted, particularly among girls. These results contrast with prior studies that report positive outcomes in creative problem-solving and tool-use confidence, especially among older participants. The findings highlight both the benefits and challenges of makerspaces for young children and underscore the need for further research. Educators should prioritize inclusive activities that appeal to all genders and provide support for learning tool use in makerspaces. This study emphasizes the dual potential of makerspaces to foster creativity while also presenting challenges, offering insights to inform their integration in early childhood education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02568543 |
| DOI: | 10.1080/02568543.2025.2468489 |
