UK (Sheffield) (Makerspaces in the Early Years)

In the Sheffield MakEY project, pop-up makerspaces were organised in two nurseries and two primary school settings. The first setting was a nursery school that caters for 90 children aged 3-4. The nursery serves diverse racial and ethnic communities, and many children speak English as an Additional Language. The second setting was a nursery unit with 45 children aged 3-4, that is part of a primary school in a primarily White, working class area of the city that is one of the most socially deprived nationally. The third setting was a Year 2 class in an inner-city Church of England (faith) primary school, with 28 children aged 6-7, the majority of whom were White. There was some diversity in the class with regard to socio-economic status, but many of the children came from middle-class families. The fourth setting consisted of two parallel Year 3 classes in a primary school, with 60 children aged 7-8 in total. The school was ethnically diverse, and located in an area of the city that has indicators of social deprivation. Makerspaces took place over a period of 4-5 days in each setting.Data collected included fieldnotes, video recordings made by adult researchers in addition to still images and children wore Go-Pro cameras. Permission was not granted to share images and videos of children, but anonymised data are shared.

在谢菲尔德MakEY项目中，我们组织了在两家托儿所和两所小学环境中的临时制造空间。首个环境是一家容纳90名3至4岁儿童的托儿所，服务于多元的种族和民族社区，众多儿童将英语作为第二语言。第二个环境是一个拥有45名3至4岁儿童的托儿所单元，它是位于城市以白色工人阶级为主的、全国最贫困地区之一的小学的一部分。第三个环境是位于城市中心的英格兰教会（信仰）小学二年级的班级，共有28名6至7岁的儿童，其中大多数是白人。该班级在社会经济地位方面存在一定多样性，但许多儿童来自中产阶级家庭。第四个环境包括一所小学中两个平行的三年级班级，共有60名7至8岁的儿童。该学校在种族上具有多样性，位于城市有社会贫困迹象的地区。在每个环境中，制造空间活动持续了4至5天。收集的数据包括现场笔记、由成人研究人员制作的视频记录以及静止图像，孩子们佩戴了Go-Pro相机。未经允许，不得分享儿童的图像和视频，但匿名数据得以共享。