Nurturing Kindergarteners' Early STEM Academic Identity Through Makerspace Pedagogy.

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Date: Mar. 2022
From: Early Childhood Education Journal(Vol. 50, Issue 3)
Publisher: Springer
Document Type: Report; Brief article
Length: 230 words

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Abstract :

Keywords: Early STEM education; Early STEM academic identity development; Makerspace pedagogy Abstract Children's attitudes about STEM are formed early. As such, the ecology of early childhood classrooms can either afford or deny access to relevant experiences that help children nurture early self-understandings and ways of positioning themselves in relation to STEM. This early positioning and the funds of identity they afford are critical to early STEM academic identity development. While Fasso and Knight (2020) offer Makerspace Pedagogy for fostering identity development, Marsh et al. (2017) note a lack of wide-spread application and related research on deliberate employment of Makerspace Pedagogy in early childhood classrooms. To address this gap and to explore the adoption of Makerspace pedagogy in an early public-school setting, a university research team joined with a kindergarten teacher to pilot an emergent curriculum focused on tinkering and making. Initial findings suggest that design-based activities may support kindergartners taking on the role of STEM practitioners, that Makerspace activities seem to help produce a syncretism of early STEM and multimodal literacy practices and that Makerspace Pedagogy may offer a unique opportunity to explore the intersection of various aspects of children's early identity formation. Author Affiliation: (1) Teacher Education Department, University of Texas at El Paso UTEP, 500 W. University Way, EDUC 601D, El Paso, TX, USA (a) ahachey@utep.edu Article History: Registration Date: 01/06/2021 Accepted Date: 01/06/2021 Online Date: 03/07/2021 Byline:

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Gale Document Number: GALE|A694649567