Abstract

Play is a crucial component of children’s healthy growth and development. There are many different types of play, each with its own characteristics and benefits. Friedrich Frobel, the pioneer behind the concept of Kindergarten, was a strong supporter of play in early childhood among many other scholars and reinforced the idea of children’s self-directed activities. The aim of this research was to explore how children perceived and experienced play and learning by observing them play with LEGO bricks. Free-building and structured building (with model cards) were offered. Four children in Grade 1 were chosen to participate in four LEGO play
sessions and one drawing session. I took on the role of a participant-observer, facilitating conversations with the children to learn more about their ideas, thoughts, and perspectives on
LEGO building. Incorporating children’s narratives was a key component of this study, as it illuminated their perceptions of play and learning and how these experiences shape cognitive,
social, and motor development. The results indicate that teachers should integrate hands-on experiences and intentionally designed play activities within their classrooms, as constructive play serves as a powerful mechanism for learning. When these experiences are paired with opportunities for dialogue, both between children and in child-to-teacher interactions, they create space for reflection, knowledge-sharing, and collaboration, thereby deepening the learning process.