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.

儿童对STEM的态度较早形成。因此，幼儿教室的生态学可以提供或拒绝提供相关经验，以帮助儿童培养早期的自我理解以及与STEM相关的自我定位方法。他们的这种早期定位和身份资金对于早期STEM学术身份的发展至关重要。尽管Fasso和Knight（2020）提供了Makerspace教育学来促进身份发展，但Marsh等人（2020）（2017）注意到缺乏在幼儿教室中有意使用Makerspace教育学的广泛应用和相关研究。为了解决这一差距，并探讨在早期的公立学校环境中采用Makerspace教学法的情况，一个大学研究团队与一名幼儿园老师一起，试行了一项以修补和制作为重点的新兴课程。初步发现表明，基于设计的活动可能会支持幼儿园的学生担任STEM实践者的角色； Makerspace的活动似乎有助于产生早期STEM和多模式扫盲实践的合体性； Makerspace教育学可能会提供一个独特的机会来探索各种不同形式的交集儿童早期身份形成的各个方面。