Skip to comments.Why We Banned Legos
Posted on 07/25/2007 7:37:07 PM PDT by Lorianne
Exploring power, ownership, and equity in an early childhood classroom ___
Carl and Oliver,* both 8-year-olds in our after-school program, huddled over piles of Legos. They carefully assembled them to add to a sprawling collection of Lego houses, grocery stores, fish-and-chips stands, fire stations, and coffee shops. They were particularly keen to find and use "cool pieces," the translucent bricks and specialty pieces that complement the standard-issue red, yellow, blue, and green Lego bricks.
"I'm making an airport and landing strip for my guy's house. He has his own airplane," said Oliver.
"That's not fair!" said Carl. "That takes too many cool pieces and leaves not enough for me."
"Well, I can let other people use the landing strip, if they have airplanes," said Oliver. "Then it's fair for me to use more cool pieces, because it's for public use."
Discussions like the one above led to children collaborating on a massive series of Lego structures we named Legotown. Children dug through hefty-sized bins of Legos, sought "cool pieces," and bartered and exchanged until they established a collection of homes, shops, public facilities, and community meeting places. We carefully protected Legotown from errant balls and jump ropes, and watched it grow day by day.
After nearly two months of observing the children's Legotown construction, we decided to ban the Legos.
(Excerpt) Read more at rethinkingschools.org ...
These people are just like Delores Umbrage.
the children were building their assumptions about ownership and the social power it conveys assumptions that mirrored those of a class-based, capitalist society a society that we teachers believe to be unjust and oppressive.
I am glad The Boy is in the parochial system.
Seattle, what do you expect ...
Why I banned jackasses from teaching my children.
These are KIDS using Legos, for Pete's sake! Socialists don't know how to have fun, and won't let anyone else have fun, either.
It would be awful if the children understood and believed in our current form of government, wouldn’t it? /sarc
Where is the barf alert? If they had just supervised the kids playing and made them share in the first place this little power struggle would have never happened. All this article proves is that the adults waited until a situation was out of hand before they stepped in and taught the kids how to share their toys.
I thought she resigned fron CNN this week?
Keep an eye on things. Parochial school ain't what it used to be. (Sister Estelle would disapprove of my use of the word "ain't".) Liberation Theology, Sex Positive education, Feminism, etc.. Beware.
Probably ugly, too.
“...a critical evaluation of Legotown and the inequities of private ownership and hierarchical authority on which it was founded.
these are bolsheviks.
Boy I bet when these teachers were in school, if someone demanded to hold their lunch money, they willingly gave it to them. No fuss, no matter.
Wow. It’s like reading The Comunist Manifesto...
* Collectivity is a good thing:
* Personal expression matters:
* Shared power is a valued goal:
* Moderation and equal access to resources are things to strive for...
* All structures are public structures. Everyone can use all the Lego structures. But only the builder or people who have her or his permission are allowed to change a structure.
* Lego people can be saved only by a “team” of kids, not by individuals.
* All structures will be standard sizes.
Oh good heavens, I thought this was a story about a fellow Freeper named Legos who had been banned. Time for my meds.
Dear Ms. Pelo:I can't wait to read the response.
I read with interest the piece written by you at http://www.rethinkingschools.org/archive/21_02/lego212.shtml. In retrospect, I can only thank a benevolent God that my child will not receive instruction at the Hilltop Children' Center [sic].
Homework: Please read and contemplate Rudyard Kipling's poem "The Gods Of The Copybook Headings" [http://www.kipling.org.uk/poems_copybook.htm]. Compare and contrast Kipling's point of view to the "values of equality and democracy" that you and your colleague hope to instill in your students. In view of historical events, which value system is more reflective of actual reality as experienced by human beings?