The Power of Maker Education in Developing Autonomy and Creativity
We run a lot of day camps as part of our maker space studio programming. “When school’s out, we’re in!”, as we like to say. New families often ask about the types of projects that kids do at camp or the materials that are available, which we're happy to discuss. There are times, however, when we are asked for a schedule of the day that includes minute-by-minute breakdowns and outcomes of each activity. When we install a maker space on a school campus, it is not uncommon for classroom teachers or administrators to request something similar as well. It’s at this point, in both scenarios, when we open up a dialogue about maker education.
In our maker space, we consciously decide against adhering to a strictly structured schedule or providing parents with a minute-by-minute breakdown of the day. This choice is rooted in our deep understanding of how autonomy and creativity thrive under flexible conditions. At the core of maker education is the freedom to explore interests and learn through trial and error. Yes, there are specific skills to learn and master, but maker education encourages exploration and discovery, processes that cannot be confined to tightly scheduled slots without stifling creativity.
Throughout our 25+ years as K-8 teachers, we saw anxiety in students in greater numbers every year. In our maker studio workshops, we increasingly see adults and children with decision paralysis, afraid to make a choice in color or material in case it’s not “right.” We see children and adults flustered or frustrated by their inability to develop their own next steps. So often they are unable to commit to the steps it takes to reach the goal, or unwilling to change the journey when met with an unforeseen challenge. Instead, sitting and stewing in their own frustration and anxiety, constantly looking to the workshop facilitators to tell them what to do next in a project that is process- based and self-directed.
We know that as parents and teachers, when we jump in to do the work for our children or control the situation we are telling them that they can’t do it and we have no faith in their ability to figure it out for themselves. We are setting them down a spiraling path of reliance on others and distrust in themselves until it manifests as, you got it, anxiety!
Swiss psychiatrist and psychoanalyst Carl Jung wrote, “The creation of something new is not accomplished by the intellect but by the play instinct acting from inner necessity. The creative mind plays with the objects it loves.” Allowing learners the opportunity to follow their interests and engage their play instincts encourages growth. Play, like making, is both setting and a goal and wanting a desired outcome while simultaneously being open to the possibility of a different outcome. In this respect, both play and making/creating build resilience and critical thinking skills.
A predefined, minute-by-minute schedule hinders a student’s ability to dive deep into a project, explore a sudden spark of inspiration, or pivot to a new idea when their curiosity leads them in a different direction. Maker education is not a linear journey but a dynamic process in which makers manage their time according to the flow of their creativity and interests.
Imposing a rigid schedule can inadvertently send a message that learning must fit within predetermined boundaries and time frames, limiting a sense of ownership over one’s own education. So who benefits from having such a rigid schedule? Is the schedule actually adhered to or is it merely for show- a tool to placate consumer parents or overbearing administrators.
Allowing for flexibility in how they spend their time in our maker space empowers students to listen to their internal cues, practice self-regulation, and make decisions about how best to achieve their goals. This approach fosters an environment where learners feel valued as individuals with unique interests and working styles, rather than being pushed to conform to a one-size-fits-all schedule. Surely, ultimately, our goal as instructors and parents is to nurture self-motivated learners who are confident in their ability to direct their learning. Autonomy is crucial for developing intrinsic motivation which in turn gives learners the skills to become doers: innovative thinkers and problem solvers in the real world.
While maker education promotes autonomy, it also emphasizes the importance of collaboration. Working on projects with peers allows students to share knowledge, learn from each other, and develop social skills. In short, students learn the importance of putting ego aside and becoming coachable. This collaborative aspect demonstrates to students that autonomy does not mean working in isolation but involves seeking and giving support when needed. It underscores the balance between independent thinking and the value of diverse perspectives in solving problems.
As educators, parents, and mentors, supporting maker education means investing in a future where children are empowered to turn their ideas into reality, equipped with the autonomy to lead their own learning journeys and, ultimately, their lives.