This research delves into the dynamics of 5–6-year-old children’s interactions within makerspaces, which are emerging as innovative environments in early childhood education. Despite their growing popularity, there is a notable absence of research evaluating the activities in these spaces for young learners. To address this gap, we conducted a comparative case study, observing three kindergarten classrooms. Qualitative data, gathered through observations, questionnaires, and interviews, provided insights into the children’s makerspace experiences and the social processes in which they engage. The findings yielded two major themes. Firstly, some children, often marginalized in other classroom settings, assumed leadership roles within makerspaces, highlighting their unique knowledge and potential for leadership development. Secondly, gender differences emerged, with boys engaging in mimetic activities influenced by male role models, and girls pursuing goal-oriented approaches. These differences reflect the interplay between gender roles, societal influences, and early childhood learning in makerspaces. We conclude that makerspaces serve as powerful environments in nurturing both resilience and creativity among young learners. This research provides educators with a deeper understanding of how to harness the potential of makerspaces for promoting leadership, achieving gender equity, and unraveling pivotal social interactions—all vital components of contemporary education.

本研究深入探讨了 5-6 岁儿童在创客空间内的互动动态，创客空间正在成为幼儿教育的创新环境。尽管它们越来越受欢迎，但明显缺乏评估这些空间中为年轻学习者进行的活动的研究。为了解决这一差距，我们进行了一项比较案例研究，观察了三个幼儿园教室。通过观察、问卷调查和访谈收集的定性数据提供了对儿童创客空间体验和他们参与的社会过程的见解。研究结果产生了两个主要主题。首先，一些在其他课堂环境中经常被边缘化的孩子在创客空间中担任领导角色，突出了他们独特的知识和领导力发展的潜力。其次，出现了性别差异，男孩参与受男性榜样影响的模仿活动，而女孩则追求以目标为导向的方法。这些差异反映了创客空间中性别角色、社会影响和幼儿学习之间的相互作用。我们得出的结论是，创客空间是培养年轻学习者韧性和创造力的强大环境。这项研究使教育工作者更深入地了解如何利用创客空间的潜力来提升领导力、实现性别平等和解开关键的社会互动——这些都是当代教育的重要组成部分。