Repairing Toys as Engineering Learning

Tool Use, Problem-Solving, and Emotions in Early Childhood

Bibliographic Data

ID22420650
AuthorsAdela Peleg (0009-0008-7841-5173, University of Haifa, corresponding author), Sharona T Levy (0000-0002-5621-5372, University of Haifa)
Year2026
Volume54
Issue5
Pages4015-4027
Publication date2026-06-01
Open AccessYes
TypeARTICLE
VenueEarly Childhood Education Journal (JOURNAL)
Journal identifiersISSN: 1082-3301 • E-ISSN: 1573-1707
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10643-026-02130-x
OpenAlexW7132840767
LanguageEN
References cited30

Engineering learning in early childhood is increasingly recognized as a foundation for later STEM engagement, yet few studies have explored how structured repair activities can foster both technical understanding and emotional engagement. This study explores 5–6-year-old children’s experiences in a toy repair workshop designed to introduce a coherent toolkit as a component of technical-engineering thinking. Grounded in a framework emphasizing engaging tasks, recognition of children as capable problem-solvers, and a structured multi-step repair process, the study employed a mixed-methods design with 25 children in two kindergartens in Israel. Data included pre- and post-interviews, analysis of repair processes, and observations of children’s emotional responses across three repair tasks. Findings revealed that structured repair fostered functional tool understanding, design-oriented problem-solving, and emotionally engaged learning. Furthermore, the activities promoted an emergent repair literacy, fostering values of sustainability and care as children restored function to broken objects. By integrating cognition, action, and emotion, the study extends constructionist approaches to include repair as a meaningful mode of “making” in early engineering education. The findings suggest that structured repair provides a developmentally appropriate and emotionally resonant entry point for engineering learning, supporting the development of technical skills, problem-solving capabilities, and emotional resilience in early childhood. The study contributes to the growing field of early engineering education by providing empirically grounded insights into how emotionally engaging, hands-on experiences can bridge cognitive, affective, and practical dimensions of STEM learning.

Early childhood · Early childhood education · Grounded theory · Psychological resilience · Sociology of Education · Science Education and Pedagogy · Science Education and Perceptions · Teaching and Learning Programming

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Open DOIOpen Access