Guest Editors:

Giuseppina Rita Mangione
INDIRE- Istituto Nazionale Documentazione innovazione e ricerca educativa


Michael Eisenberg
Institute of Cognitive Science
University of Colorado Boulder


Digital fabrication and making are based on three specific psycho-pedagogical guidelines: experiential teaching, critical pedagogy, and constructivism. Starting from the importance of manipulation in physical space and work for problems located in reality, the idea of a “culturally significant” curriculum emerges, where technologies play the role of “emancipation” able to put children in the conditions to conceive, model, engineer, and compare (Blikstein, 2013).

The inclusion of 3D printing in pre-school education is based on a cultural approach that combines craft with novel, accessible design technology (Honey & Kanter, 2013). In suitable makerspaces, social and collaborative, where everyone can contribute to innovation (Hatch, 2014), children enhance their natural inclination to thinkering by doing by entering in synergy with the processes of conception, modeling, engineering, reflection and problem solving, and by supporting the development of visuo-spatial and geometric construction skills. The teacher plays the role of “inspirational partner” (Schön et al., 2014) and guides the children toward persistence in the presence of a challenge, supporting autonomy, personalization and collaboration through the transformation of the environment and “authentic” living (Calvaruso, 2014).


This special issue aims to be a forum for scientific exchange, opening a dialogue on the still unexplored topic of "makification" in the preschool phase by collecting research, reviews, educational experiences and theoretical ideas on:

 -  psychological and peer-relationship aspects supported by digital fabrication;

-   digital fabrication and cognitive empowerment (with an impact on learning processes);

-   makification and the maker mindset (self-efficacy, motivation and engagement);

-   maker spaces and solutions for Early Childhood School;

-   perspectives of maker curriculum in preschool (beyond symbolic learning);

-   3D printing as a mediator for inclusion;

-   the role of teachers in a makified experience.


All papers received will be blind-reviewed. We accept contributions in English.

Instructions for submitting an article can be found at the following web address
The articles must be written respecting the APA norms available at:
For information or requests, please contact: qwerty.ckbg@gmail.com

Important dates:
• April 10th, 2018: submission of the papers
• May 30th, 2018: notification of article acceptance (with any requested change)

• August 30th, 2018: final article due

• December, 2018: publication of the issue