Building Blocks for a Successful STEM Lab/Makerspace Program

Designing Hands-On Learning for Children Ages 0–5

Across early childhood programs, educators are reimagining classrooms as spaces where curiosity and creativity thrive. Once limited to middle and high schools, the “maker movement” is finding a powerful new home in preschool and child-care settings.

A thoughtfully designed STEM lab, or makerspace, for children ages 0-5 can become a hub for exploration, collaboration, and innovation without requiring expensive technology or complex tools. According to the book Making Space for Preschool Makerspaces, an early childhood makerspace is “an invitation for young children to boldly explore materials and to create something only they can imagine.”

Why Makerspaces Matter for Early Childhood

Young children are natural scientists and engineers. They investigate, question, and test their ideas long before they can read or write. “All children are scientists,” says Angela Eckhoff, PhD, author of Creative Investigations in Early Science. “During the early childhood years, children naturally engage in the scientific processes of observation, manipulation, experimentation, and exploration.”

In a makerspace, this innate curiosity takes shape through play-based investigation. Whether stacking blocks, connecting tubes, or testing magnets, children engage in early versions of the engineering design process: posing problems, trying out solutions, and refining ideas through hands-on experience.

Maker-centered learning also supports essential 21st-century skills such as collaboration, communication, and persistence. The problem-solving and flexible thinking that children practice in these spaces will strengthen their confidence as they “make” their ideas real.

The Foundation: Safe, Accessible, and Inspiring Spaces

Creating a STEM lab or makerspace for young children starts with thoughtful classroom design. A well-planned environment ensures safety, provides accessibility, and inspires curiosity for all children.

This means early childhood spaces need flexible furniture to accommodate different abilities and movement patterns, clear pathways to support movement and collaboration, and visual cues such as photos and labels to help children navigate the environment independently.

Additionally, early learning spaces should “honor children, respect families, and foster relationships” (Inspiring Spaces for Young Children, p. 9). Educators can apply this principle to makerspaces by displaying children’s work. This will inspire other children and make the space feel like a workshop of ideas that is alive with inquiry.

When designing makerspaces for ages 0-5, safety must come first. Avoid small parts, sharp tools, and any items with choking hazards. Materials should be large enough for small hands to grasp securely, durable enough for repeated use, and easy to clean.

Essential Equipment and Materials

A makerspace for young children doesn’t need high-tech gadgets or 3D printers. What matters most is open-ended, accessible materials that allow children to explore, build, and create.

If you’re not sure what to include, here are five core categories of equipment and resources to consider:

1. Surfaces and Storage

• Child-height tables for building and experimenting
• Shelving with open bins for easy access
• Clear containers labeled with pictures and words
• Rolling carts for pop-up maker experiences (read more about pop-up makerspaces on p. 13 of Making Space for Preschool Makerspaces)
• Floor mats or rugs for safe tinkering on the ground

2. Building and Engineering Materials

• Large wooden blocks and foam bricks
• Cardboard tubes, boxes, and recycled containers
• PVC pipes, connectors, and funnels
• Washable tape, string, and Velcro strips
• Child-safe tools such as plastic hammers, screwdrivers, and wrenches

3. Creative Arts and Design Tools

• Tempera paint, glue sticks, and tape
• Fabric scraps, yarn, and large buttons
• Natural materials such as pinecones, leaves, shells, and stones
• Loose parts for sensory play (oversized beads, lids, corks, bottle caps, etc.)

4. Science and Sensory Exploration

• Magnifying glasses and mirrors
• Transparent containers for water or sand play
• Non-breakable measuring cups and funnels
• Color paddles, prisms, and flashlights for light exploration
• Weather tools such as wind socks or rain gauges

5. Technology for Toddlers and Preschoolers

• Digital microscopes
• Tablets for documenting projects
• Sound-recording buttons (devices?) for storytelling

Designing for Process, Not Product

A successful STEM makerspace emphasizes process over product. Children learn more through self-guided experimentation and repetition than through following directions and making the same craft as everyone else.

Making Space for Preschool Makerspaces reminds us that “a makerspace is not a kit. The spirit of a makerspace is to foster creativity and provide opportunities for children to make their own unique and original creations.” In practice, that means providing time, space, and encouragement for children to explore materials without step-by-step instructions.

The Role of the Teacher

As educators implement makerspaces, it can be hard for them to let go of the idea that every project must have a clear end product. This new understanding does not mean that teachers have to remove themselves from the process entirely. Instead, teachers can act as facilitators and ask open-ended questions such as “What do you notice?” or “What might happen if…?” These kinds of interactions will help children learn to think critically and express their own ideas.

In a preschool makerspace, the educator’s role shifts from instructor to guide. Eckhoff describes the teacher as a supporter and facilitator who helps children experiment and clarify their understanding.

Teachers can scaffold children’s inquiry by:

• Observing and documenting their exploration.
• Modeling curiosity and persistence.
• Providing new materials to extend ideas.
• Encouraging collaboration and communication among peers.
• Linking makerspace projects to early literacy, math, and science concepts.

Building Administrative and Family Support

Launching a makerspace often requires buy-in from administrators and families—and that begins with addressing common concerns head-on. Directors may worry about safety, cost, mess, or whether children will use the materials appropriately. Others may assume that their program’s philosophy or curriculum isn’t a match for a makerspace. In these cases, the first step is sharing the why: makerspaces foster whole-child learning and strengthen critical thinking, problem-solving, fine-motor development, and social-emotional growth. When administrators can see the connection to core learning goals, many objections soften.

It can also help to clarify misconceptions—makerspaces don’t need to be expensive, don’t require a separate room, and don’t have to start with real tools or complex materials. Beginning small—with tinker trays or a temporary pop-up—allows programs to test the waters, document successes, and build confidence.

Other objections arise around the day-to-day realities: “Will children break everything? Will the room get messy? Will this be chaotic?” These concerns are normal, but the evidence consistently shows that when expectations are clear and children are given time to explore, they become highly focused, respectful, and deeply engaged. Open-ended and upcycled materials may look like “junk” at first glance, but they offer rich opportunities for problem-solving and creativity, and they keep costs low.

Safety concerns can be addressed by selecting age-appropriate tools, adding supervision when needed, and introducing new materials gradually. Above all, documentation—photos, anecdotes, children’s explanations—helps administrators and families see the learning, shifting perceptions from “messy play” to meaningful inquiry. For a deeper exploration of addressing these concerns, readers can refer to Chapter 2 of Making Space for Preschool Makerspaces.

Inviting families into the makerspace is a good way to ensure their support. Encourage them to donate safe, recycled materials or hold “maker days” where they can come and participate. You can also take photos of children’s creations and show them to parents. Sharing children’s explorations will help parents see the ways their children are learning through play.

Administrators can support sustainability by designating shared makerspace areas, providing flexible budgets for consumable materials, and encouraging cross-classroom collaboration.

A Space for Wonder and Discovery

A makerspace for young children is more than an area filled with supplies—it’s a mindset. When we offer time, tools, and trust, we show children that their ideas matter. As Eckhoff writes, “Playful learning encourages children to explore and experiment in situations where they feel comfortable taking risks and delving into the unknown.” (Creative Investigations in Early Science)

In a well-designed STEM makerspace, children learn that mistakes are part of the process, imagination fuels innovation, and questions are worth investigating. This environment of free, open-ended inquiry will result in a classroom full of inventors that have the potential to become confident, creative problem-solvers who shape the world.