Marsh, J., Wood, E. orcid.org/0000-0002-1027-1520, Chesworth, L. et al. (3 more authors) (2019) Makerspaces in early childhood education : principles of pedagogy and practice. Mind, Culture, and Activity, 26 (3). pp. 221-233. ISSN 1074-9039
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 06 Sep 2019 11:13 |
Last Modified: | 10 Dec 2021 13:45 |
Status: | Published |
Publisher: | Taylor & Francis |
Refereed: | Yes |
Identification Number: | 10.1080/10749039.2019.1655651 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:150449 |
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