Does it work for young children? Yes—if the pedagogy fits their age.
For children aged 3–8, makerspaces can boost STEM interest and learning, but only when the approach is child-centered and aligned with how young children naturally learn. A 2023 study in northern England placed 'MakerBoxes' (story sacks, language/math activities, and maker tasks) in 17 early-years classrooms. Teachers reported that children showed enhanced learning in creativity, critical thinking, and collaboration—skills measured by the Makerspace Learning Assessment Framework, which is based on the Characteristics of Effective Learning [3]. The key is that makerspace pedagogy mirrors the playful, exploratory practices already used in early-years education, not a rigid STEM curriculum.
However, a 2020 European survey of 633 educators (254 from Iceland) found a major gap: only 17% of early-years teachers were familiar with the makerspace concept, compared to 72% of librarians and museum staff. And regular access to STEM tools like 3D printers or coding kits was nearly nonexistent in schools—the vast majority of teachers said these were never available [1]. So while the potential is real, most young children aren't getting the experience because schools lack the tools and teacher know-how.
What about older students and teacher trainees? It reduces fear and builds confidence.
For pre-service (trainee) elementary teachers, spending time in a community makerspace changed their attitudes toward STEM. A 2023 case study in the US followed 12 pre-service teachers through a science/math methods class that included a community makerspace experience. Despite facing more open-ended challenges than in typical coursework, participants reported 'less content dread' and 'more agency in perceived efficacy'—meaning they felt more capable of teaching STEM [2]. This is important because teachers who are confident in STEM are more likely to spark interest in their students.
The same study noted that informal makerspace experiences are not traditionally part of teacher preparation in the US, yet teachers are increasingly expected to lead STEM activities. Including such experiences could help diversify the teacher workforce by making STEM feel more accessible to a broader range of future educators [2].
What conditions make makerspaces actually work for all students? Open participation and iteration.
Makerspaces don't automatically boost STEM interest—they need to be structured to include students who have been historically marginalized from STEM. A 2025 ethnographic evaluation of an informal STEM program (informed by the maker movement) studied 5 cohorts of 11–13-year-olds from low-income families and communities of color across 4 sites. Researchers identified three student roles that promoted inclusion: 'reinforcer' (encouraging peers), 'demonstrator' (showing others how), and 'witness' (observing and learning). These roles emerged only when three conditions were present: open participation (anyone could join in at any level), iteration (trying again after failure), and parallel engagement (working alongside others on different tasks) [5].
This means the structure of the makerspace matters as much as the tools. If a program simply drops in a 3D printer without fostering these conditions, it may fail to engage students who don't already see themselves as 'STEM people.' The study's finding that students themselves become agents of inclusion—not just recipients—is a strong argument for makerspaces that are designed for collaboration and repeated attempts, not just individual projects.
Sources used in this answer
Sköpunarsmiðjur í menntun ungra barna: Reynsla og viðhorf starfsfólks skóla, safna og sköpunarsmiðja
Only 17% of Icelandic early-years teachers were familiar with makerspaces, compared to 72% of museum/library staff, and regular access to STEM tools like 3D printers was rare in schools [1].
Makerspaces and Making Data: Learning from Pre-Service Teachers’ STEM Experiences in a Community Makerspace
Pre-service teachers in a community makerspace reported less content dread and more perceived teaching efficacy, despite facing more open-ended challenges than in class [2].
Makerspaces and the Characteristics of Effective Learning in the early years
In 17 early-years classrooms, makerspace engagement enhanced children's creativity, critical thinking, and collaboration, as measured by the Makerspace Learning Assessment Framework [3].
Invent To Learn: Making, Tinkering and Engineering in the Classroom
The book 'Invent To Learn' argues that making and tinkering align with natural learning by doing, but this paper is a conference proceedings description, not an empirical study [4].
Centring students’ roles in promoting inclusion: An ethnographic evaluation of an informal STEM education program
In an informal STEM program for 11–13-year-olds from marginalized communities, students took on roles (reinforcer, demonstrator, witness) that promoted inclusion, supported by open participation, iteration, and parallel engagement [5].