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The motivation and interest of children and young people in science areas remains a challenge for contemporary education, and there is also evidence of the importance of its promotion since the early years of schooling as well as the use of interdisciplinary approaches. The Erasmus + AutoSTEM project aims to analyse the potential of constructing automata or “moving toys” as a motivation strategy for learning in the areas of science, technology, engineering and mathematics (STEM), in the early years of schooling. The characteristics of the automata, namely the fact that they have a narrative part and a mechanism, allow, in a playful approach, to implement activities related to the planning and construction of those toys and to enhance skills such as observation, problem solving, creativity and also skills in the referred STEM areas. In this work, the description of the implementation and evaluation of automata workshops in a school of the 1st year of basic education is made. The data were collected based on direct observation focusing on dimensions of engagement and a questionnaire regarding interest, perception of learning, difficulties experienced, suggestions for improvement. Results evidence that the children showed curiosity for the prototypes presented, having immediately designed their own project, explored materials and completed the construction, in some cases with their own proposals. The perceived difficulties vary according to the age, as well as the type of mechanism chosen.