Mini Makers: Modeling Manufacturing Through Toys to Spark Engineering Interest in Girls from Early Childhood to Secondary School

Girls usually grow up with a love for creativity and exploration but are rarely given toys that connect those interests to engineering. This study explores how early exposure to engineering-themed toys can influence girls’ perception of and interest in engineering from childhood through secondary school. Using surveys, we gathered responses from both secondary school girls and professional engineers (male and female) to understand the role toys, family encouragement, and societal cues play in shaping engineering aspirations. Results show that while girls associate engineering with creativity and fun, many view it as “hard” or “for boys”, a perception reinforced by the kinds of toys they played with. In contrast, many male engineers described early technical play with mechanical or building toys, often linking those experiences directly to their career choices. This highlights a gendered exposure gap that disadvantages girls early on. This study proposes the design of toy-based manufacturing kits that model real-world engineering processes that are not only educational but also appealing to girls, incorporating feminine themes, aesthetically engaging designs incorporating familiar and culturally relevant objects (e.g., jewellery or dolls). These toys would be a soft introduction into the world of engineering, sparking curiosity and helping girls see that engineering is not only possible for them but also fun, creative, and theirs to explore.