Today is National Lego Day! Many of us likely grew up playing with Lego, with endless hours of building and imagination. But did you know that Lego is also making a significant impact in schools? Lego Therapy is being used to help young people develop important skills in a supportive and engaging way – and we’re happy to be able to offer Lego Therapy to scholars at Ernulf Academy.
To mark National Lego Day, we want to tell you more about the world of Lego Therapy! Read more below about what Lego Therapy is, the positive differences it can make, and what our students love most about Lego Therapy with Miss Waine.
What is Lego Therapy?
Lego Therapy is an evidence-based fun and effective approach designed to boost communication and language skills in children. It helps with important skills like turn-taking, listening to peers, and problem-solving. Plus, it’s a fantastic way to develop fine motor skills!
The concept was developed by psychologist Dr. LeGoff in the United States back in 2004. She noticed that many children with Autism Spectrum Conditions (ASC) were naturally drawn to building blocks during therapy sessions. They found comfort in creating structured designs, so Dr. LeGoff aimed to create a therapy that utilised these children’s interests and passions.
How sessions work:
Lego Therapy sessions are conducted in small groups of three, led by one adult. Each child has a specific role, and they are encouraged to collaborate with one another while staying in their designated positions. Sessions typically run for 6 to 8 weeks, or termly (Winter, Spring, and Summer term). The focus is very much on the children leading the activities, with the adult facilitator guiding the session without taking control.
The roles within the sessions include:
– **Engineer**: This child oversees the visual of the build and decides how to construct it. They instruct the Supplier to find the necessary bricks and communicate with the builder on how to assemble the pieces. The Engineer is encouraged to give clear verbal instructions rather than just pointing.
– **Supplier**: The Supplier finds and collects bricks from the brick bank and hands them to the Builder.
– **Builder**: The Builder receives the bricks from the Supplier and follows the Engineer’s instructions to create the final model.
Children are encouraged to switch roles during and between sessions, giving everyone a chance to practice and develop their skills.
Each week, we explore different themes like Tall Towers, Mazes, Mindful Building, Story Building, Alphabet Week, Medieval Week, Speedy Racers, and Aquatics Week.
Outcomes/what we expect to see:
The goal of Lego Therapy is to create opportunities for children to enhance their social skills, including:
– Joint problem-solving
– Compromise
– Turn-taking
– Sharing and enjoying activities together
We expect to see an improvement in social interaction, communication and collaborative problem solving which can be transferred to many other areas of their lives. This approach not only helps build confidence and social skills but also encourages teamwork that can carry over into their school lessons.
Here’s what some of our scholars who take part in Lego Therapy had to say…
‘I really enjoy Lego Therapy as it allows me to socialise, talk with friends, and gives me the opportunity to be creative’ – Samson, Year 9.
‘I love Lego therapy. Lego Therapy is fun! I was able to build towers with friends in my group. I learned that I can take turns in games and I can wait my turn. I find this very hard’. – Lucy, Year 8.