What children learn by building

Building develops spatial thinking, such as judging size, balance and fit. It also brings early maths and science into play: comparing heights, counting pieces and noticing that wide bases are more stable.

Construction encourages persistence. When a tower falls, a child has a clear reason to try again and a visible result when they succeed. Blocks, LEGO Education sets, cardboard boxes and recycled materials all work well.

Game 1: Tallest Tower Challenge

Players: pairs or small groups. Ages: 4 to 10. Time: 15 minutes. Materials: 20 wooden blocks or paper cups per group, a tape measure.

Groups have eight minutes to build the tallest free-standing tower they can. At the end, measure each tower and ask each group what helped it stand up.

Easier: no time limit and no measuring, just 'taller than your knee'. Harder: the tower must hold a small book on top for 10 seconds, or groups may use only 12 pieces.

Game 2: Copy My Build

Players: 2. Ages: 5 to 12. Time: 10 minutes. Materials: two identical sets of 8 to 10 blocks, a book or card to use as a screen.

• Sit back to back or with a screen between players.

• Player A builds a small model and describes it using position words such as 'on top of', 'to the left of', 'behind'.

• Player B builds from the description without looking.

• Compare the two models and talk about which words helped.

• Easier: use 4 blocks of different colours. Harder: the builder may not name colours, only shapes and positions.

Setting up for good building

Offer enough materials that children do not have to wait, and a clear space where models can stay up for a while. Photograph finished builds so children can revisit and improve them. Ask open questions such as 'What would happen if you moved this block?' rather than offering solutions.

In a Reception or Year 1 class (ages 4 to 6), a building area with blocks, card tubes and fabric can run through the week with a changing challenge card, such as 'Build a bridge a toy car can cross'. Older children (ages 8 to 11) can sketch a plan first, build it, then note one change they made and why. Comparing the sketch with the final model shows children how much testing improved their idea.

Key points

• Give a clear goal and a short time limit.

• Ask what made a structure stable or unstable.

• Use position words to build language alongside models.

• Let children rebuild after a collapse.

Ready-made resources

Printable session plans and materials for this topic are available from EduTrend Contents: G4C-110 Thinking Games.

Photos: La-Rel Easter, Markus Spiske / Unsplash