This paper draws on data from a recent study of children’s design activities in a leisure time design lab setting. The notion of design lab has become popular in recent years in areas outside science and technology development, such as educational or leisure time settings (see Kavousi & Miller, 2014). These labs are designate institutions dedicated to change and experimentation, or open collaborations between stakeholders, sharing a mutual interest in design research in a particular field (Binder & Brandt, 2008) to experience learning experiences based on self-reflection (Kavousi & Miller, 2014). However, the focus in this specific study is on how the children involved in the design activities make sense of their experiences of participating in the design lab after that the design lab has closed due to financial and administrative issues. 

Drawing on a six months ethnographical study, consisting of video and audio recordings of the design activities and interviews with the participating children, it has been possible to study both how the activities are structured, and how the participants make sense of the activities over time. An ethnomethodological approach is used as a means to explore the local practices of participation in the design activities from the members’ perspective (Button & Sharrock, 1996; Garfinkel, 1967; Luck, 2012). The participants’ involvement and reflections on the design activities are mainly performed in the studio setting when participating in design workshop but also in how they discuss their experiences in the interview material. The study addresses aspects of participation and empowerment in design activities (cf. Druin, 2002; Lundmark, 2016) and it is found that the design lab and its location, engagement, and emancipatory agenda are crucial for the children and their development of design knowledge and craftsmanship in the situated learning practice.

The findings show how the children involved in the activities at the design lab develop new skills and knowledge and how the children and young people's participation in various forms of design activities contribute to increased empowerment and empowerment. The study of the design activities in the suburb also demonstrate how these activities become important tools and resources to strengthen the youth in their identity creation. Furthermore, the study shows that the design activities that the children are committed to provide tools for changing their situation as well as their surroundings.