Emergent Leadership and Gender Differences: A Comparative Case Study of 5–6-Year-Olds in Makerspaces

Abstract

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.