The 3D technologies are ever more present in professional spaces, and among their possibilities is their employment in the educational context. The research for technologies development starts from a referential still far from the educational reality and with visions coming predominatly from the perspective of adults. In this sense, there is room for understanding how children experience such technologies - 3D printing (additive manufacturing), 3D modeling and 3D scanning - in the preschool environment of Educação Infantil (brazilian stage similar to the Early Childhood Education). The present research seeks to investigate the contribution of the 3D technologies experimentation to Educação Infantil, aiming to open possibilities for the understanding of the ways of experimentation by the students. Having reviewed governmental documents and education and child development theorists, besides surveying similar experiences, an experiment was structured consisting of three meetings, based on the action-research method. The first meeting took place in the museum s non-formal space - for the presentation of technologies - and the other two in the classroom environment - for experimentation and reflection on technologies. For the experiment, three groups attending the kindergarten at the Curiosa Idade school, as well as the International Museum of Naif Art, were selected. For the analysis of the obtained data, the approach of Interactional Sociolinguistics was applied. It was found that the students of the kindergarten are able to understand the whole process, from the 3D scanning of objects, to the customization through 3D modeling and to the modified object 3D printed. In addition, it has been found that playfulness and creativity are enhanced by the mediated use of 3D technologies.