ABSTRACT
This chapter focuses together the project’s findings across the three levels of analysis outlined in the introduction: personal, relational and institutional. The Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity’ project was also found to have an impact in terms of ‘projective identities’, in which individuals can imagine themselves otherwise. Early childhood educational provision places great emphasis on the importance of providing space and time for children’s social development. In some of the libraries and museums involved in the study, inclusive practice was also possible because of public funding, as was the case in the US-based project. The collaboration across different countries has been crucial to the success of the programme, as it has led to a more informed understanding of the way in which specific cultural contexts shape policy and practice with regard to the provision of makerspaces for young children.
