EARLY CHILDHOOD EDUCATION STUDENT-TEACHERS EXPERIENCING VIRTUAL MATH MAKERSPACES: ORGANIZING PLAYFUL LEARNING ENVIRONMENTS

Year 2025, Volume: 14 Issue: 3, 88 - 98, 30.09.2025

Anjali Khirwadkar , Shannon Welbourn , Candace Figg

https://doi.org/10.55020/iojpe.1672265

Abstract

This study investigates the integration of makerspaces in early childhood education. It emphasizes the impact of play-based learning on children’s cognitive development and attitudes towards learning. Quality early childhood learning encourages positive attitudes toward learning and school, fostering strength, confidence, and resilience. The study focuses on implementing makerspaces, defined as environments for creative exploration and cognitive engagement through play. Participants in a Bachelor of Early Childhood Education (BECE) program engaged in a virtual, mathematics-focused makerspace. This study aimed to understand participants’ perceptions of makerspaces as effective learning environments for early learners. Participants were tasked with taking part in making activities like coding, beading, origami, and 3D construction, which connected mathematical concepts to real-world applications. Results indicated that makerspaces support the development of technological, pedagogical, and content knowledge (TPACK). Participants also found these environments promoted digital literacy, confidence, creativity, critical thinking, and fine motor skill development. The study further highlighted the role of makerspaces in building learning communities involving children, parents, and teachers, and the significance of incorporating technology in early childhood education.

Keywords

Math makerspace , early childhood education , TPACK.

Ethical Statement

The authors of the study acted in accordance with ethical rules in all processes of the research. There are no individuals or financial relationships that could be perceived as potential conflicts of interest related to this study.

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