ABSTRACT
This chapter provides brief example as a point of departure and explore post-Vygotskian and post-human perspectives to investigate and make sense of young children’s play and learning in makerspaces. It considers how these two perspectives can come into dialogue and provide both alternative and complementary answers to our enquiries into young children and makerspaces. The chapter explores some of the core constructs stemming from (post-)Vygotskian and post-humanist approaches to understanding children’s engagement and learning with new technologies in makerspaces. Post-Vygotskian approaches provide researchers with one potential tool for researching children’s engagement and learning in makerspaces as culturally and historically situated activities. Makerspaces hence provide a fascinating context to research children’s play and the genealogy of creative practice in general, and how the mediate the learning and development of children, as well as how these playful and creative activities shape their relationships, roles and positions with others, as well as their communities and cultures.
