<p>Given the growing importance of future skills—such as problem-solving, communication, collaboration, creativity, and critical thinking—these competencies are increasingly being integrated into early childhood education through various initiatives worldwide. In the context of technical and computing education, <i>making</i> is frequently used to foster these skills in preschool children. However, previous research has identified the need for studies employing standardized instruments, incorporating the perspectives of teachers, and conducting longitudinal analyses. This study aims to investigate making processes among preschool students and explore kindergarten teachers’ ability to assess <i>making</i>-related learning. Data collection occurred at three time points and included four kindergartens with a total of <i>N</i> = 49 preschool students (ages 5–6). Children’s behavior, teachers’ interactions, and the learning environment were assessed using the Positive Technology Development instruments. Additionally, guided participant observations were conducted using field notes. The qualitative data were analyzed using thematic analysis. Overall, the findings suggest that the designed learning arrangements effectively promote positive technology-related behaviors in preschoolers, particularly in communication and content creation. However, there remains room for improvement in fostering collaboration and creativity. The qualitative results indicate that teachers’ technology-related competencies play a crucial role in the development of students’ future skills through <i>making</i>. This study provides initial empirical insights into <i>making</i> processes in early childhood education from the perspective of teachers. Validity was ensured through external observations, cross-validation procedures, and discussions on trustworthiness. Future research could further examine the sustainable integration of <i>making</i> in early childhood education.</p>