Digital fabrication laboratories (Fab Labs) are accessible to the public, including children and families. However, a variety of technical skills, tools, and expertise are needed in these spaces, and Fab Lab staff—instructors working there—are in a key role in helping Fab Lab users. There is, however, a lack of research on how these instructors can inspire children's genuine participation in Fab Labs. We analyze the challenges faced by four instructors during two months of Fab Lab workshops with 7–12-year-old children. The children worked in child-only or child-parent groups on informal digital design and fabrication activities. Based on genuine participation principles derived from the literature, we designed our workshops, which included the creation of instructor guideline. At the end, we developed a post-workshop framework in which the instructors provided feedback about their performance and experiences. We provide recommendations to help instructors support children's genuine participation in digital design and fabrication.

数字制造实验室（Fab Labs）向公众开放，包括儿童和家庭。然而，这些领域需要各种技术技能、工具和专业知识，而 Fab Lab 工作人员（在那里工作的讲师）在帮助 Fab Lab 用户方面发挥着关键作用。然而，目前缺乏关于这些讲师如何激发孩子们真正参与 Fab Labs 的研究。我们分析了四位讲师在为 7-12 岁儿童举办的 Fab Lab 为期两个月的研讨会中所面临的挑战。孩子们在儿童小组或儿童家长小组中从事非正式的数字设计和制造活动。基于源自文献的真正参与原则，我们设计了研讨会，其中包括制定讲师指南。在最后，我们制定了一个研讨会后框架，讲师在其中提供有关其表现和经验的反馈。我们提供建议来帮助教师支持孩子们真正参与数字设计和制造。