LEGO as Learning Enabler in the 21st-Century Preschool Classroom: Examining Perceptions of Attitudes and Preschool Practices

Authors

  • Stephen T. F. Poon Asia Pacific University of Technology & Innovation, Malaysia

DOI:

https://doi.org/10.14456/jucr.2018.11

Keywords:

Innovative Play, Education, Construction, Preschool Learning, Early Childhood, Development

Abstract

This paper aims to review Malaysian public and preschool educators’ perceptions of the role of innovative play in early childhood learning and development through a survey of LEGO as a preschool learning enabler which facilitates and strengthens children’s cognitive thinking, interaction, psychosocial skills and creativity. Literature sets up a theoretical framework for the research, and existing learning strategies were reviewed. However, while LEGO is perceived as a problem-solving tool, the survey undertaken for this research shows various negative perceptions of its usage hazards, unstructured use to kill time, and pricing beyond Malaysian families’ socioeconomic reaches, suggesting that LEGO has not been elevated to its full potential. Recommendations to enhance the perception of LEGO are discussed, including the design of specialised products, more effective marketing strategies, and corporate responsibility initiatives. Although the current study does not present any specific analysis of how LEGO could be applied in curricula or pedagogical development, there is indication that LEGO could enhance its brand image and appeal for middle-income markets by tapping its attributes as a strategic innovation and quintessential preschool learning enabler.

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Published

2018-12-27

How to Cite

Poon, Stephen T. F. 2018. “LEGO As Learning Enabler in the 21st-Century Preschool Classroom: Examining Perceptions of Attitudes and Preschool Practices”. Journal of Urban Culture Research 17 (December):72-87. https://doi.org/10.14456/jucr.2018.11.

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Section

Articles