You don’t need all the answers.
Just a little room for wonder.
A practical guide to helping kids think, make, and try again—without taking over their invention.
Be the guide.
Let them be the inventor.
Set up the space, help with tricky tools, and listen to the idea. Then leave room for your young maker to decide what to try.
When a project gets stuck, pause before stepping in. “What do you notice?” often opens up more thinking than “Here’s how to fix it.”
What are you trying to do?
What do you think will happen?
How could you test that?
What surprised you?
What would you change next?
Make the process
the point.
Make a safe space.
Read the activity together. Choose materials, clear the surface, and agree which tools need adult help.
Hear their idea.
Invite a sketch or a spoken explanation. Ask what the invention should do before deciding how it should look.
Leave room to try.
Offer choices and practical help. Keep the design decisions with the child whenever possible.
Notice the learning.
Talk about a test, a surprise, and a next step. A half-finished project can still be a valuable session.
Make it work for your setting.
At home
Start with one question and a small tray of materials. Keep a box for clean, reusable cardboard and paper. Leave time for cleaning up and talking about what happened—not just making the object.
In a classroom or group
Use pairs or small teams. Offer rotating roles such as builder, observer, and note-taker so everyone contributes. Ask teams to explain why they changed a design rather than compare whose project looks best.
For different ways of learning
Let children sketch, speak, demonstrate, or dictate their ideas. Pre-cut materials when needed, offer larger pieces, and give more time. Reduce the number of choices if a big pile of materials feels overwhelming.
Try “You tested two different shapes” or “You noticed the weak spot” instead of focusing only on a successful result.
Questions grown-ups ask.
What age are these activities for?
They are intended as starting points for school-age makers, with adult support. Read the steps first and adapt them to the child’s abilities, attention, and experience with the materials. Younger children may need an adult to do the cutting and writing.
Do we need a kit or special equipment?
No special kit is needed for the activities currently in the Inventor Lab. Each challenge lists ordinary materials. Use suitable alternatives and treat any change in materials as another thing to investigate.
Does the invention have to work?
No. A model can communicate an idea even if it does not perform every function. Testing helps a child notice what to change. Ask what they learned and what they would try next.
Are these classes or registered programs?
The website currently offers self-guided activities and resources. It does not list scheduled classes or accept program registrations. Use the contact page for general questions.
Can my child upload a project or create an account?
There are no child accounts or project uploads on this site. Keep notebooks and project photos with your family or group. Adults can contact us without sending a child’s personal details.
How do we keep making safe?
An adult should review every activity, supervise tools, and choose appropriate materials. Avoid sharp or hot tools in children’s hands, keep small parts away from young children, and stop if the workspace or materials are unsuitable.