How Lego® helps early childhood development

A new Lego® study reveals the importance of play in early childhood development

Play forms an essential part of childhood development because it contributes to cognitive, physical and social well-being and allows parents to fully engage with their children during play sessions. While playing, children use their creativity, imagination, dexterity and emotional strength to interact and explore the world around them. As they begin to master their environment, play contributes to developing competency which gives them the much needed confidence to explore and learn self-advocacy skills in conjunction to decision making skills.

Lego is a toy most of us are familiar with, having perhaps played with it ourselves as children. But have you ever wondered what the developmental impact of Legos are when children play with them? Connecting the pieces of Lego requires coordination and precision which assists in the development of fine motor skills. Children who play with Legos together, have to learn how to share as well as communicate, all of which is crucial life skills to develop.

In this article we will discuss a recent study done by Lego and the importance of play throughout the various stages of childhood development. Then we will be touching on the misconceptions of play and how children with different difficulties can benefit from play.

I truly believe that play is the most important activity in which human beings engage throughout their lives. So, the importance of play in early childhood development cannot be emphasized enough.

This is because it is through playful exploration from infancy we form the basic ideas about ourselves and our world. And, it is upon these basic ideas that everything else is built.

Receiving and experiencing the world through play with:

• a wide variety of objects,
• in a wide variety of places and
• a wide variety of ways

provides challenges for growth and development, and learning (even in adulthood!).

LEGO® Foundation acknowledges the importance of play in early childhood development

I recently read an article in Wired magazine about how The LEGO® Foundation has once again shown us that they are more than just the creators of a fun, childhood toy.

It is also a spectacular resource for parents, educators and the community. The Foundation has recently released the results of a study. This is a study that demonstrates yet again the importance of play in early childhood development.

Specifically, the study emphasizes the importance of integrating purposeful play for children to ensure successful, well-rounded development.

Sadly, the importance of play in early childhood development is often forgotten and replaced in the current dichotomy of the educational system.

Through a five-year research initiative, The LEGO® Foundation examined the significance of learning through play during school. And, it examined what benefits come from integrating purposeful play.

This collaborative effort between The LEGO® Foundation and the Australian Council for Educational Research reviewed international research studies.

It concluded that the inclusion of purposeful play in the education system builds a strong academic learning environment for two very important areas of development:

• Advancing academic nourishment for children
• Encourages joyful, meaningful, actively engaging and iterative learning

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Redefining play!

The integration of play in the education system has been rather restricted over the years.

The education system has moved to a more formal and test-based system as children advance through Years 1 and beyond. That means that beyond preschool, play has no priority.

In today’s society, play is often viewed as “unstructured” fun-time, such as recess.  And so, it is looked at as very child-directed.

 

The LEGO® studies help to redefine play and bridge the dichotomies.

There is a large push to extend the understanding of playful learning beyond just preschool.

There are many ways in which integrating learning through play benefits children. It helps to strengthen:

• Active Learning
• Collaborative and Cooperative Learning
• Experiential Learning
• Guided Discovery Learning
• Inquiry-Based Learning
• Problem-Based Learning
• Project-Based Learning

“This study confirmed the hypothesis that the pedagogies examined in the study are highly relevant to learning through play, as defined by the LEGO® Foundation.”

Something as simple as playing with LEGO® construction blocks can activate these different areas of development. We’ve discussed at length in the past the benefits of LEGO®  Therapy for our clients.

For children who have:

• social difficulties,
• learning disabilities, or
• physical developmental impediments,

playing with LEGO® bricks has been scientifically shown to improve a wide array of skillsets!

Play Sessions with LEGO® bricks

Regular play sessions with LEGO® bricks can significantly improve challenges faced by children who deal with any of the following conditions:

• Sensory processing disorder (SPD)
• Dyspraxia Attention Deficit Hyperactivity Disorder (ADHD)
• Attention Deficit Disorder (ADD)
• Autism Spectrum Disorder (ASD)
• Asperger’s Syndrome

The integration of purposeful play, such as that utilized in LEGO® Therapy, across all ages provides invaluable experiences.

The use of play also allows children to work through social problems. It helps them develop new social skills and problem-solving skills.

Importantly, these skills are developed all while they play. The idea is not to integrate free time into students’ daily academics. Rather, it is to integrate structured and planned purposeful play – play with a plan.

With so much evidence supporting the importance of play in early child development, it leads one to thinking.

We might wonder – why isn’t there a higher priority placed on purposeful play-based learning in the classroom beyond preschool?

The LEGO® Foundation’s study suggests that there are many misconceptions surrounding the concept itself. So, they seek now to spread the word in debunking those misconceptions.

Misconception #1

The Benefits of Learning Through Play Are Only Relevant to Younger Students.

It is true that play-based learning is primarily found in the younger primary grades. However, it doesn’t mean that it is only effective for younger students.

Children from all ages and backgrounds in the educational system have different needs. They have different mentalities and different strengths. However, they all share a common goal. And that is to succeed in their academics and learn as much as they possibly can.

One of the core principles of the LEGO® Foundation is “empowering and encouraging lifelong learning”. That does not stop when children exit their earlier primary school years.

To debunk this misconception, the LEGO® Foundation observed the instructional approaches in the upper grade levels that are relevant to learning through play.

More specifically, active, collaborative and cooperative, experiential, guided discovery, inquiry-based, problem-based, and project-based learning (sound familiar?).

The results of this inquisition portrayed that the inclusion of play-based learning resulted in the same outcome that the “traditional” learning through play has on the earlier primary school grades.

It also resulted in reactions that showed students were just as engaged, enjoyed the activities, and the experiences were just as meaningful.

Importance of Play in Early Childhood Development

These findings show us that learning through play positively affects students across all learning levels and domains:

• Social
• Emotional
• Physical
• Creative
• Cognitive

It seems to me that anything that provides children with a well-rounded learning experience is a wonderful thing.

A learning experience that encompasses all domains of development is very beneficial. And, at the same time if the children are genuinely enjoying themselves – well, it sounds like a huge success!

The result is a happy learner. One who is activating multiple parts of their brain, while in an educational environment. This is especially important for children with sensory processing disorder.

These children struggle to integrate or interpret information from their senses that provide information about our body and environment. The use of play can be extremely beneficial for this population of children.

Furthermore, children with Autism Spectrum Disorder benefit from play integrated in educational environments with a variety of age levels, which creates opportunity to learn a variety of coping mechanisms.

For children with autism it is important to create an environment I which they feel safe. When we allow children on the spectrum to experience purposeful play, we are taking some of the stressors of formal education off of the table.

This allows them to learn new concepts, while gaining confidence in the material.

Misconception #2

Learning Through Play is Unstructured and Completely Student-Directed.

When we talk about learning through play, we aren’t talking about ‘recess’.

Sure, recess is extremely important to kids as a “break” from academics. In addition, it is a bit of emotional decompression, and much-needed physical activity. But, learning through play is referencing something else entirely.

However, learning through play is not the same as recess or free time (child directed, voluntary and open to scheduling). Rather, purposeful play is a combination of child-directed, teacher-guided, and teacher-directed learning.

Each of these characteristics are ingredients to make a very valuable learning experience. And they must all come together harmoniously to be effective and successful.

Studies have shown that multipronged approaches stimulate effective communication, creativity, collaboration and critical thinking.

What does this all mean?

By redefining the traditional notion that play is only relevant to younger students, and including children of all ages, the results from the LEGO® Foundation’s research supports the importance of play for early childhood development.

This approach is an essential component to a more integrated way of teaching and learning.

Purposeful learning is a harmonious effort of child-directed, teacher-guided, and teacher-directed learning. It is successful in all ages of learning. So, not just the early primary school grade levels. We can take the first steps to help provide children with the proper tools and environment to be successful.

By embracing the idea of purposeful play and creating a balance of teacher- and student-led play, a creation of active, cooperative, experiential, and ultimately effective learning environments is activated.

Being able to include all students, there is more of a chance of success in learning. So, this even applied to those with learning disabilities.

That is the ultimate goal, right? To create an environment in which children can flourish and have the opportunity to grow and succeed in life.

For ideas on how to integrate purposeful play in the classroom – or home-school environment – check out our other articles.

And, be sure to subscribe to our blog to receive ideas for how to integrate play-based-learning in your classroom!

Additional Articles:

Building Better Motor Skills Habits with LEGO Therapy

Other Resources for LEGO Therapy Directed-Play:

LEGO Therapy Introduction:  https://buildingskillsorg.wordpress.com/

Overview of LEGO Therapy: https://raisingchildren.net.au/autism/therapies-guide/lego-therapy

LEGO in the Office: https://www.plays-in-business.com/portfolio-items/lego-serious-play-workshop/