Tips for Running Virtual Maker Programs for Young Children – Little Makers

Virtual maker programs let children tinker, create, and problem-solve from home while families get a front-row seat to learning.

Recent data shows how rapidly early-childhood media habits are shifting—40% of two-year-olds now have a tablet, short-form video and gaming are rising, and even AI tools are appearing in ages 5–8 learning contexts.

This makes intentional, developmentally appropriate maker learning online more important than ever.

Health authorities and pediatric experts continue to emphasize co-viewing, balance, and quality over raw screen time—especially for ages 2–5. Your program should prioritize hands-on, off-screen projects punctuated by short, purposeful bursts of on-screen instruction and family participation.

1. Keep it hands-on first, screens second. Use live video to launch a challenge, then send kids off camera to build, draw, or explore materials; reconvene to share and reflect. This aligns with best practices for engaging young learners online.
2. Follow age-appropriate media guidance. For children under 2, screens should be extremely limited (video chat with an adult). For ages 2–5, aim for ~one hour of high-quality, co-viewed media per day; your session should be a portion of that, with the rest of learning happening off screen.
3. Design for short attention spans. Plan micro-segments (3–7 minutes) with movement breaks, music, and choice (e.g., “Build with blocks or paper tubes”). Short, upbeat arcs help overcome the engagement dip commonly seen in virtual formats.
4. Co-view with caregivers. Invite parents/caregivers to co-create and co-view, boosting early literacy, empathy, and emotion regulation. Provide “Talk & Try” prompts for families to use during and after the session.
5. Embrace creative coding for 5–7. Tools like ScratchJr (designed specifically for ages 5–7) offer a low floor, high ceiling for open-ended making. Pair brief demos with lots of free exploration.

A reliable format for 30–45 minute sessions that respects developmental needs and screen-time guidance:

• 5–7 minutes: Welcome & Wonder — song, quick show-and-tell of materials, safety note.
• 8–12 minutes: Mini-demo — model the challenge (e.g., “Make a ramp that slows a marble”). Keep screens visual and close-up.
• 10–15 minutes: Off-screen building — mute cameras; kids build with caregivers. You remain available for quick check-ins.
• 5–8 minutes: Share & Reflect — students return to share. Prompt descriptive language (“Tell us how you made it sturdier”).
• 2–3 minutes: Extend & Unplug — give offline extensions for later (nature scavenger, measure things at home, draw a redesign).

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This arc keeps most making time off screen, while still leveraging the community and momentum of a live session.

For young children, privacy by default is non-negotiable:

• Use the Waiting Room and admit participants individually to prevent “drop-ins.” Lock the room after the first few minutes.
• Limit screen sharing to host only or one participant at a time when needed. Review platform-specific security toggles before each session.
• Anonymize names (first name + initial) and discourage sharing personal info in chat.
• Align with FERPA/COPPA expectations for student data privacy; share only what’s essential, turn off cloud recordings by default, and avoid posting identifiable recordings. Monitor 2025 FERPA guidance updates.

Tip: Post a one-page Family Privacy & Permissions note before programs begin: what’s recorded (if anything), where it lives, how names and images are used, and how to opt out.

International conversations in 2024–2025 have trended toward stricter limits for very young children (e.g., Sweden and French expert bodies urging no screens under 2 and limited, supervised use up to 6). Your program can lead with play, nature, and movement, using screens as a brief connector.

When screens are used, co-viewing helps turn media into language, storytelling, and emotion vocabulary—powerful levers for early learning.

• Video platform: Zoom/Meet/Teams with host-only share, waiting room, and chat disabled for children.
• Devices: Tablets are common in early childhood; plan touch-friendly experiences for ages 5–7, especially if coding with ScratchJr.
• Home materials: Cardboard, tape, paper rolls, markers, cups, rubber bands, clothespins, playdough, LEGOs, recycled containers.
• Optional apps (for 5–7): ScratchJr for story-coding, a drawing app for planning designs.

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• Choice boards: Offer two parallel challenges (e.g., “Build a bridge” or “Make a marble run”). Choice nurtures autonomy and sustained attention.
• Movement & music: Transition songs signal routine; brain breaks reset attention.
• Show-what-you-know, not perfect products: Celebrate process, not perfection—“What did you try?”
• Peer galleries: Quick spotlight shares build vocabulary, self-regulation, and social-emotional skills.
• Family prompts: Provide “Say & Do” cards (e.g., “Ask: What’s your plan? Try: Test the ramp three times.”) to strengthen co-viewing.

• Share a one-page kit list two days prior (include substitutions).
• Provide photo guides for setup (table near camera, safe scissors zone, spill-friendly surface).
• Offer screen-free extensions: scavenger walks, kitchen measurement games, nature builds (sticks + leaves).
• Include screen-time notes (e.g., “Today’s live time: 25 minutes; off-screen making: ~20 minutes; try our unplugged extension”).

If your virtual maker program includes storytime or you plan to record/post sessions:

• Many library/legal experts view virtual storytime during exigent circumstances as fair use, but requirements vary; publisher permissions may still be needed, especially for recordings posted later.
• Avoid posting identifiable child video publicly; share password-protected galleries or photo-only compilations with consent.
• Attribute authors/illustrators when showing book covers and keep on-screen excerpts brief.

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• Participation (live attendance + asynchronous shares)
• Time on task off-screen (parents submit approximate minutes)
• Vocabulary growth (listen for words like “stronger,” “faster,” “loop,” “test”)
• Executive functions: simple caregiver checklists for focus and self-control over a month.
• Equity & Access: track device type, connectivity issues, and material substitutions so you can refine supports.

1. Move It, Slow It – Build a slowest-marble track (introduce friction).
2. Tall & Stable – Tower challenge using only paper and tape.
3. Sound Studio – Make shakers and rubber-band guitars; explore loud/soft.
4. Mini-City – Cardboard buildings + roads; integrate patterning and counting.
5. Code-a-Story (5–7) – Retell a favorite picture book in ScratchJr scenes.

• Plan: 30-60-10 session arc, 2 choices, 1 movement break.
• Privacy: waiting room on, host-only share, chat moderated, no cloud recording.
• Family brief: materials list, setup photos, co-view prompts, screen-time note.
• Equity: always list no-cost substitutions (e.g., cereal box instead of foam board).
• Reflection: 2 questions + 1 show-and-tell; extend offline with nature or kitchen play.

Virtual maker programs for young children can be joyful, safe, and developmentally smart when you keep hands-on play at the center and use screens as a brief scaffold—to spark ideas, connect community, and showcase creations.

Anchor your design in co-viewing, short segments, off-screen exploration, and privacy-first practices. With a predictable session arc, simple materials, and clear family communication, you’ll grow curiosity, language, creativity, and early STEM habits—right at home.

Aim for 20–30 minutes live, with 10–20 minutes off-screen building. Keep the total within the ~one hour/day high-quality media guideline for 2–5, and encourage caregivers to co-view.

Yes—ScratchJr was designed for ages 5–7 with an intentionally simple interface. Keep demos brief and allow open exploration and storytelling.

Use waiting rooms, host-only share, and avoid posting identifiable recordings. Follow FERPA/COPPA expectations and keep sessions ephemeral or shared privately with consent.