{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,26]],"date-time":"2025-12-26T22:32:55Z","timestamp":1766788375465,"version":"3.41.2"},"reference-count":40,"publisher":"Emerald","issue":"1","license":[{"start":{"date-parts":[[2018,1,26]],"date-time":"2018-01-26T00:00:00Z","timestamp":1516924800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LHT"],"published-print":{"date-parts":[[2018,2,7]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>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\u2019s Third Teacher approach, and the positive technological development (PTD) framework.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>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.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>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.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>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\u2019s learning through making. Recommendations are discussed for practitioners and researchers interested in ECMSs.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/lht-06-2017-0112","type":"journal-article","created":{"date-parts":[[2018,1,26]],"date-time":"2018-01-26T05:59:40Z","timestamp":1516946380000},"page":"75-96","source":"Crossref","is-referenced-by-count":37,"title":["The design of early childhood makerspaces to support positive technological development"],"prefix":"10.1108","volume":"36","author":[{"given":"Marina Umaschi","family":"Bers","sequence":"first","affiliation":[]},{"given":"Amanda","family":"Strawhacker","sequence":"additional","affiliation":[]},{"given":"Miki","family":"Vizner","sequence":"additional","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2018,1,26]]},"reference":[{"key":"key2021041509195880400_ref001","unstructured":"Agency by Design (2015), Maker-Centered Learning and the Development of Self: Preliminary Findings of the Agency by Design Project, Harvard Graduate School of Education, Cambridge, MA, available at: www.agencybydesign.org\/wp-content\/uploads\/2015\/01\/Maker-CenteredLearning-and-the-Development-of-Self_AbD_Jan-2015.pdf"},{"issue":"2","key":"key2021041509195880400_ref002","doi-asserted-by":"crossref","first-page":"147","DOI":"10.1080\/07370008.2011.556834","article-title":"Lines of practice: a practice-centered theory of interest relationships","volume":"29","year":"2011","journal-title":"Cognition and Instruction"},{"edition":"2nd ed.","volume-title":"All Kids are our Kids: What Communities Must do to Raise Caring and Responsible Children and Adolescents","year":"2006","key":"key2021041509195880400_ref301"},{"volume-title":"Designing Digital Experiences for Positive Youth Development: From Playpen to Playground","year":"2012","key":"key2021041509195880400_ref003"},{"volume-title":"Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom","year":"2018","key":"key2021041509195880400_ref302"},{"issue":"5","key":"key2021041509195880400_ref004","first-page":"72","article-title":"Inspired by Reggio Emilia: emergent curriculum in relationship-driven learning environments","volume":"70","year":"2015","journal-title":"Young Children"},{"key":"key2021041509195880400_ref005","doi-asserted-by":"crossref","unstructured":"Blikstein, P. 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