(Re)framing Lego® Serious Play® for Children & Young People.

Abstract

This study adopts a creative methodology whereby Lego® Serious Play® was (re)framed for children & young people (CYP), using participatory action research. Data was collected in a UK junior school from sixty-four children, ranging from seven to eleven years of age. The children were split across four workshops, and data was collected in two stages, in the pre and post period surrounding their annual school ‘transition day’. A survey was also conducted with staff who attended the sessions to obtain their observations. The findings demonstrate that a (re)framing of the Lego® Serious Play® methodology allowed play to be used in an educational setting, which was not directly related to either learning outcomes or free play. Importantly, children were able to drive a bottom-up approach to solving issues that caused them anxiety. The findings review the application of the learning pyramid and highlight the contribution of more creative pedagogies such as play-based learning and Lego® Serious Play. In doing so this study furthers the debate about the value and contribution of using play within educational settings.