Researchers believe that children have the potentiality to enhance their growth in the physical, emotional, and cognitive spheres through playing games. One of the common toys used by children to aid their learning is LEGOs. There is a specific age limit for playing with these toys. For instance, LEGOs are appropriate for children aged 4-years-old and above. At this stage, there is a critical need for development. This is because of the need to enhance their development and prevent cases of choking up among the children who are age 3-year-old old and below from the toys at their disposal.
Notably, LEGOs are not gender-specific. It is possible for girls and boys to play with the LEGOs as the ideal toys for their growth and development, making it easier for preschool children to enhance their development. Moreover, this enables parents and teachers to use LEGOs for the preschoolers regardless of gender differences. Critically, the manufacturer makes substantial claims about the game on the potentiality to oversee succinct transformation or shaping the cognitive and psychological growth and development among the children.
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As a tool to aid the growth and development of the children, LEGOs tend to have specific attributes making it appropriate in meeting cognitive, physical, and psychosocial needs. One of the perfect examples of the qualities of LEGOs is its manipulative nature to work the fingers. In this approach, LEGOs contribute to physical development through building fine motor skills as children love the thrill of the building process. The approach creates room for building the strong little muscles to enable preschoolers to execute other skills, such as learning how to write. Besides, LEGOs create room for the children to experience cognitive growth and development through the execution of the imaginary bliss amid adventurers. For example, in the course of using LEGOs with other peers, preschoolers have the chance to develop learning through the acquisition of the same skills, which they might otherwise learn in the dramatic plays. There is also the cognitive aspect of development through problem-solving skills acquisition regardless of the style or mode of instruction in the building through imagination.
One of the theoretical frameworks documenting the role of playing with LEGOs among preschoolers is Piaget’s theory of cognitive development. In the presentation of the theory, Piaget sought to explore play as an element of assimilation enabling children to optimize the environmental stimuli in matching their concepts. The theory incorporates diverse stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational stages. The theory is highly applicable in the preoperational stage, which is between the ages of 2 and 7 years old (Fisher & Price, 2018). During this stage, children have the chance to begin to comprehend things symbolically while learning to use words and pictures in the representation of the objects. The use of LEGOs offers the chance for the children during this stage to help improve their growth and development cognitively, physically, and psychosocially.
In the modification for the improvement of LEGOs, I would recommend the integration of problem-solving skills. This is through ensuring creating simulations for the children to solve during their plays. In this aspect, the approach will be ideal in the improvement of cognitive growth in problem-solving skills (Fisher & Price, 2018). This medication will ensure that LEGOs depict the form of art with the child’s imagination as the only limit. In such aspects, children will have the chance to become substantial creators with diverse tiny pieces while using wheels, shapes, and figures in the building of the ideas in their respective minds. It is also possible to use this modification as a useful form of entertainment and therapeutic attributes.
Reference
Fisher, P. H., & Price, R. H. (2018). The Toy Model: Understanding the early universe. American Journal of Physics , 86 (4), 290-292.
