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.

中文翻译：

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为儿童和青少年（重新）构建乐高® Serious Play®

这项研究采用了一种创造性的方法，利用参与性行动研究，为儿童和青少年（CYP）（重新）构建了乐高®认真游戏®。数据收集自英国一所初中的 64 名儿童，年龄从 7 岁到 11 岁不等。孩子们被分成四个研讨会，并在每年学校“过渡日”前后的两个阶段收集数据。还对参加会议的工作人员进行了一项调查，以获取他们的意见。研究结果表明，乐高® Serious Play® 方法的（重新）框架允许在教育环境中使用游戏，这与学习成果或自由游戏没有直接关系。重要的是，孩子们能够采用自下而上的方法来解决导致他们焦虑的问题。研究结果回顾了学习金字塔的应用，并强调了更具创造性的教学法的贡献，例如基于游戏的学习和乐高®严肃游戏。在此过程中，这项研究进一步推动了关于在教育环境中使用游戏的价值和贡献的争论。