The Benefits of Constructive Play for Child Development
Embracing Neurodiversity in Constructive Play
When we think about constructive play, images of children building elaborate spaceships with Lego blocks or crafting intricate sandcastles on the beach might come to mind. While these activities represent advanced forms of constructive play, it’s crucial to understand that they are the culmination of years of experimentation, repetition, and skill development. This article aims to explore the foundations of constructive play, recognising that every child’s journey is unique and valuable.
Definition of Constructive Play
Constructive play is a form of play where children use materials to create something. This type of play is essential for cognitive, physical, and social-emotional development. It’s important to note that constructive play looks different for every child, and there’s no one “right” way to engage in it.
The Developmental Progression of Constructive Play Skills
While every child develops at their own pace and in their own unique way, there is a general progression of skills related to constructive play. It’s crucial to remember that this progression is not linear or universal, and children may skip steps or develop skills in a different order. The following progression is a guide, not a strict timeline:
Exploring Objects
- Putting one object inside another
- Moving objects from one hand to the other
- Placing objects between spaces
- Isolating fingers
- Finding tiny holes in objects
Manipulating Objects
- Placing small objects into openings
- Removing objects from a container
- Placing objects back inside a container
- Moving objects from one container to another
Spatial Awareness and Stacking
Advanced Manipulation
- Adjusting object positions based on surroundings
- Working with shape sorters or puzzles
- Building towers with blocks
- Snapping beads together
- Creating a tree/building with multiple elements
Key Developmental Elements of Constructive Play
| Skill Area | Specific Skill | Play Activities or Resources |
|---|---|---|
| Object Interaction | Putting one object into another | – Shape sorters – Nesting cups – Posting boxes |
| Object Interaction | Separating simple construction toys | – Snap-together blocks – Magnetic tiles – Velcro-stick toys |
| Sequencing and Rhythm | Playing banging games | – Toy drums or xylophones – Pots and pans with wooden spoons – Rhythm sticks |
| Sequencing and Rhythm | Engaging in sequencing activities | – Picture sequencing cards – Simple board games – Bead stringing activities |
| Quantity and Measurement | Playing pouring games | – Sand and water table – Measuring cups in the bathtub – Dry rice or beans with various containers |
| Quantity and Measurement | Exploring quantity concepts | – Counting toy cars – Number puzzles – Sorting activities with different sized objects |
| Object Permanence and Spatial Relations | Emptying a box of toys and objects | – Treasure baskets with various objects – “Dump and fill” games – Sensory bins |
| Object Permanence and Spatial Relations | Filling a box with toys and objects | – Clean-up games with colorful bins – Matching objects to themed containers – Posting activities (e.g., putting coins in a piggy bank) |
| Balance and Structure | Stacking objects | – Wooden blocks – Plastic cups – Cardboard boxes of various sizes |
| Balance and Structure | Putting two or more objects together | – Large Lego or Duplo blocks – Magnetic building sets – Interlocking foam mats |
| Pattern Recognition and Creation | Arranging objects in particular orders | – Colored pattern blocks – Bead sequencing activities – Visual pattern cards with manipulatives |
| Tool Use and Problem Solving | Using tools for constructing new devices | – Child-safe toolsets – Building sets with nuts and bolts – Playdough with rollers and cutters |
Non-Linear “Spiral” Learning to Play
It’s essential to approach constructive play realising it will never be a linear progression, children will revisit activities and apply new skills frequently. My daughter loves blocks moved to duplo then lego then back to wooden blocks building higher and with improved motor skills. This concept emphasises that learning is an ongoing, cyclical process rather than a linear progression. When supporting a child’s constructive play, consider:
- Identifying and eliminating barriers: Recognise what might be hindering a child’s engagement in constructive play and find ways to remove these obstacles. For example when building with wooden blocks my daughter likes to use the sofa, fine when she was younger now she wants to build towers higher she the soft sofa is a rubbish foundation. We introduced a tray to prevent frustration.
- Filling in missing gaps: If a child seems to be struggling with a particular aspect of constructive play, look for ways to support the development of prerequisite skills.
- Promoting continued learning: Always look for opportunities to extend and expand a child’s play experiences. The blocks are now a garage for her toy buses. This gave a new lease of life.
Skills Developed Through Constructive Play
Constructive play develops a wide range of skills:
- Fine Motor Skills: Manipulating small objects, fitting pieces together
- Gross Motor Skills: Reaching, grasping, and moving larger objects
- Problem Solving: Figuring out how pieces fit together or how to create a desired structure
- Flexible Thinking: Adapting plans when initial ideas don’t work
- Planning: Envisioning a final product and determining steps to create it
- Testing Ideas: Trying different approaches and learning from outcomes
- Perseverance: Continuing to work on a project despite challenges
- Social Skills: Collaborating with others on building projects Peer Interactions, Social Skills, and Play: EHCP Targets
Embracing Neurodiversity in Constructive Play
It’s crucial to remember that every child’s approach to constructive play is valid and valuable. Some children may engage in repetitive behaviours with objects, which is a form of constructive play that helps them understand the world around them. Others may prefer to create abstract structures rather than recognisable objects. All of these approaches contribute to a child’s development and should be celebrated.
Supporting Neurodiverse Learners in Constructive Play
- Provide a variety of materials: Offer different textures, sizes, and types of building materials to cater to diverse sensory preferences.
- Allow for repetition: Some children may need to repeat actions many times to fully explore and understand a concept. This is a valuable part of their learning process.
- Offer visual supports: For children who benefit from visual information, provide picture schedules or visual instructions for building activities.
- Embrace special interests: If a child has a particular interest, incorporate this into constructive play activities to increase engagement.
- Provide sensory breaks: Some children may need breaks from the sensory input involved in constructive play. Create a quiet space where they can retreat if needed. Supporting Neurodiverse Students: Benefits of Sensory Breaks
- Celebrate all achievements: Recognise and praise effort and engagement, not just the final product.
Conclusion
Constructive play is a rich and complex form of learning that evolves throughout childhood. By understanding the foundations of constructive play and embracing diverse approaches, we can create inclusive environments that support all children in their developmental journey. Remember, there’s no one “right” way to engage in constructive play – each child’s unique approach is valuable and worthy of celebration.
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