| Title | Chapter 6: LEGO® play boxes as a resource in Grade R early childhood communities |
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| DOI | https://doi.org/10.4102/aosis.2025.BK512.06 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/512 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Mariëtte Koen, Stef Esterhuizen, Pumla Matu & Skyler Pedro. Licensee: AOSIS (Pty) Ltd. The moral rights of the editors and authors have been asserted. |
| Publisher | AOSIS |
| Long abstract | This study explores the use and implications of LEGO® play-based education within early childhood communities (ECCs), specifically focusing on Grade R learners. Drawing inspiration from Kolb’s experiential learning theory, a qualitative research methodology was employed to better understand how teachers utilise LEGO® as a pedagogical tool and its impact on Grade R learners. Through a series of semi-structured interviews, observations and thematic analyses, the findings underscore the adaptability of LEGO® bricks in fostering active participation, reflective observation, concrete experience and abstract conceptualisation. Teachers reported increased children’s engagement, enhanced creativity, and improved problem-solving skills. Furthermore, the tactile and versatile nature of LEGO® bricks offered a hands-on approach to learning, resonating with Kolb’s (1984) emphasis on the interplay of experience and reflection in knowledge acquisition. This research contributes to the ongoing discourse on innovative early childhood education (ECE) methodologies and reinforces the potential of LEGO® bricks play in establishing foundational cognitive and social skills in Grade R learners. Initial findings suggest that prior to training, teachers often underestimated the multifaceted benefits of LEGO® bricks play development. Post-training, there was a notable positive shift in their perceptions, with many highlighting the LEGO® play boxes’ ability to enhance the holistic development of Grade R learners. Teachers indicated a correlation between learners’ engaged learning and the use of LEGO® play-based education. The tangible, hands-on nature of LEGO® bricks seemingly encourages children to articulate their thoughts, collaborate on narratives and negotiate roles and stories, thereby actively facilitating their development. In conclusion, this research underscores the potential of LEGO® play boxes as valuable tools in ECE settings, not only for cognitive and motor skill development but also as a novel avenue for language enhancement. Implementing LEGO® play boxes may lead to quality education, thus contributing to the United Nations’ (UN) Sustainable Development Goal (SDG) 4. It also emphasises the importance of teacher training in leveraging these resources to their fullest potential. Future studies may explore the long-term impacts and other integrated curriculum approaches using LEGO® for play. |
| Print length | 24 pages |
| Language | English (Original) |
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Elma Marais is an associate professor of Language Education (Afrikaans for Education) in the Faculty of Education at NWU, South Africa. Marais’s focus includes language education, technology integration and play-based approaches. She has made a significant impact both nationally and internationally in her field. She holds a PhD in Curriculum Studies from NWU and has over 15 years of academic experience, teaching undergraduate and postgraduate students. Marais has supervised numerous postgraduate studies, published several scholarly papers and presented her research at multiple conferences. She is involved in several projects that utilise mixed reality (MR) to facilitate teacher training and incorporate manipulatives such as LEGO® Six Bricks®. Marais has been instrumental in integrating these resources into educational practices at NWU, significantly enhancing student engagement and learning outcomes. Her work emphasises preparing Bachelor of Education (BEd) students for real-world teaching challenges through practical and interactive learning experiences. Key research areas for Marais include technological resources such as artificial intelligence (AI), software and hands-on materials. She collaborates with various non-governmental organisations (NGOs) to extend the reach and impact of her educational initiatives, ensuring that the benefits of her work are felt across different communities
Carolina Botha is an associate professor in the School for Professional Studies in Education at NWU, South Africa. Botha previously served as NWU’s academic coordinator of work-integrated learning (WIL). Her primary research focus is on the development of professional identity among pre-service and beginner teachers. She is particularly interested in the emotional readiness of beginner teachers and the experiences of student teachers during teaching practice. This interest guides her research in the Research Focus Area Community-Based Educational Research (COMBER), addressing the theory–practice gap and the perceived belief–practice gap that these teachers encounter. Botha is passionate about teaching and learning at the pre-graduate level and has been recognised with NWU’s University Teaching Excellence Award (UTEA). She was also nominated for the national Higher Education Learning and Teaching Association of Southern Africa (HELTASA) teaching awards. Her CE efforts align with her teaching, focusing on the innovative use of LEGO® Six Bricks® and LEGO® play boxes to enhance pedagogy for both pre-service and in-service teachers. Additionally, she has received an NWU CE Award. Botha has published in various national and international journals and supervises postgraduate students.
Tarien Breytenbach served as a temporary lecturer in the Subject Group for ECD and Education at NWU, South Africa, while contributing to this publication. In addition to her teaching responsibilities, Breytenbach facilitates a project aimed at enhancing the enjoyment of mathematics in Grade 3 classrooms. She holds an MEd in Special Needs Education, which she completed in 2024 at NWU. She also earned a BEd (Hons) in SpecialNeeds Education from NWU, as well as a BEd in Intermediate Phase Teaching with a focus on Science, Technology and Mathematics. Her academic journey began at NWU, where she progressed from student assistant to research assistant and eventually to temporary lecturer. Breytenbach is a registered specialist wellness counsellor with the Association for Supportive Counsellors and Holistic Practitioners (ASCHP). While contributing to this publication, she was pursuing a PhD in ECD, focusing on phonetics and the educational needs of younger learners.