Building blocks go well with other toys: With dolls, vehicles and other 'accessories', children from around four years old continually bring new play ideas to life.
You don't always have to recognize 'what the structure is supposed to be.' Many children love to simply create beautiful shapes or interesting constructions.
Girls often develop less enthusiasm for building and constructing. They prefer role play and dote on their doll. But it's also good for their development to enjoy playing with building blocks.
Six reasons why building blocks belong in every child's room:
Building blocks can be anything and are good for any imaginary castle: they stimulate imagination and initiative.
When playing, experimenting and exploring with building blocks, they train forward-thinking, purposeful action and the power of imagination: What do I want to build and what do I need to do for it? How can I manage to build a very, very tall tower that won't collapse? How big does the castle need to be so the king fits inside?
Building blocks introduce basic mathematical and physical principles: Why does the tower collapse when I place a large, heavy block on top? How can I insert a window into the block house? Why does a leaning tower sometimes remain standing? And if the cube-shaped blocks are used, can I then also use triangular ones?
Building blocks convey a sense of space, shapes and proportions: With the same pieces I can build something wide and flat or something narrow and tall.
Building blocks train hand-eye coordination and fine motor skills: If I don't place the rectangular blocks carefully next to and on top of each other, everything collapses.
Building blocks demand and promote endurance and concentration: Immersing oneself in a 'building project' and forgetting everything around you also makes children happy and content.
Tips for parents: Which building blocks for my child?
For the youngest, a basic set with few different but size-matched pieces is suitable. That way they can best become familiar with the building principle. For toddlers the selection should be manageable.
Three-year-olds already need more material; rectangular blocks are especially popular. Later, longer 'beams' and special elements also become important.
If a larger building set is bought for the very young, it makes sense to put some of the pieces away at first and only add them back gradually.
Experience with 'loose' blocks should precede play with interlocking systems.
With increasing experience, skill, endurance and 'growing building projects', the set can be continuously expanded so that building remains exciting.
Color is not so important for the younger ones: only five-year-olds use colors deliberately.
Construction templates only become interesting from school age – if at all. If the building project doesn't really get going, it's better to support the child in their own inventions instead of copying templates.
Children need a place where they can leave started or completed constructions standing.
Why a marble run?
From about four years old, children like to let the marbles zip down the first self-built marble run made from wooden blocks. It occupies youngsters for many years and challenges their ambition: the structures become increasingly elaborate and demanding. And the exciting question always remains: Is the track well built and does the marble zip down at full speed? Or is there a construction error somewhere that makes it get stuck or jump out of the curve?
Plugging, screwing, clamping
With loose building blocks, children can best explore the principles of statics. Plug-in systems and other construction materials that require screwing or clamping should only be introduced into the playroom afterwards. Experts also recommend paying attention to the play value: Does the toy stimulate the imagination? Can children realize their own ideas?
