In an age where artificial intelligence and digital learning are consuming more of early childhood education, the LEGO continues to stand the test of time.
International LEGO Day falls on Jan. 28, highlighting how the small toy bricks encourage creativity and help children build science, technology, engineering and mathematics (STEM) skills while supporting their natural development. The annual celebratory day commemorates the patent date for LEGO in 1958.
Florida State University’s Dina Vyortkina is the assistant dean of innovation and instructional technology enhancement in the Anne Spencer Daves College of Education, Health, and Human Sciences (Anne’s College). She is leading the Anne’s College Technology Sandbox National LEGO Day Workshop on Jan. 28 from 12-2 p.m., showing how LEGO bricks are tools for STEM learning, problem-solving and creative collaboration.
The Anne’s College Tech Sandbox creates a dynamic learning environment where students and faculty can learn and practice various instructional technologies and tools and get a clear understanding of how they can embed tech into teaching, learning, assessment and research.
Vyortkina thinks LEGO remains a valuable educational tool for kids for many reasons.
“LEGO bricks are a powerful tool for teaching foundational academic concepts, fostering positive attitudes and building interest in STEM,” Vyortkina said. “As in any science field, a lot of exploration and inquiry is involved with ‘what if’ scenarios and sequencing steps.”
Vyortkina’s areas of expertise include educational technologies, innovation in higher education, professional development for in-service and pre-service teachers and professional development for educational leaders. She is also a faculty affiliate for the FSU Learning Systems Institute, where she has worked on grant projects related to teacher education and learning materials development in Uzbekistan and Egypt.
Media interested in discussing how LEGO bricks benefit early childhood education can reach out to Assistant Dean Dina Vyortkina at dvyortkina@fsu.edu.
Dina Vyortkina, assistant dean, Innovation and Instructional Technology Enhancement
In what ways does playing with LEGO bricks benefit STEM learning in young children?
As kids naturally go through the engineering and design processes, they learn to plan, build, keep track of steps and activities, test, debug, and revise; all while “STEM talking” and explaining their ideas, comparing objects and structures, and offering possible solutions. Through hands-on activities, young children learn counting, sorting and object grouping skills which are often strategies for learning mathematics. Playing with LEGO bricks is a great way to hone spatial reasoning and even learn geometry, mechanics and physics through exploring shapes, proportions, symmetry, alignment, balancing, gravity and spatial relationships.
As for coding, children learn following instructions and creating algorithms. If you are using robotics kits (we have LEGO Education and LEGO Spike in the Anne’s College Technology Sandbox), connecting to sensors and motors, programming, and testing is a very motivational way to learn coding. LEGO is in the process of adding more “digital” components very soon. We are excited to see and play with a Lego Smart Brick (launching in March 2026) which is promised to sense and react to motion, position and distance.
Outside of STEM learning, what are some of the natural development skills that children can attain by playing with LEGO bricks?
Some of the developed skills include imagination, creativity, curiosity, problem solving, troubleshooting, observation, pattern recognition, staying focused, collaboration, communication, teamwork, goal setting, persistence, overcoming challenges, risk taking and iteration, confidence building, following instructions, vocabulary development for certain actions and positioning or bricks, conceptual understanding, patience, turn taking, keeping all pieces in order (imagine this!) and organizing the works surface before the project.
LEGO is a childhood staple that has endured over time. What do you think makes these bricks so unique in a world that is becoming more focused on AI and digital learning?
I think having educational toys that encourage imagination and creativity is one of the winning factors. Not having a screen or (not always) requiring a computer is a huge plus. Many LEGO kits are relatively open-ended, and using your imagination you can build different objects and not be limited only to one model.
Can playing with LEGO bricks have a more specialized or even outsized effect on children with developmental disorders?
In Anne’s College, we have programs preparing educators to work with children with special needs, so we always explore how various technologies might benefit these children and what the limitations might be. So, in the LEGO case, we see the benefits in being able to engage students in structured and predictable activities, being tactile, using visual clues, allowing self-paced rhythm, and not relying heavily on verbal communication if working with others. At the same time, LEGO play can be quite motivational if children need to speak and interact, thus contributing to the development of social skills. Fine motor functions when working with LEGO bricks might be very beneficial and even therapeutic. For kids who have restricted movement of hands and fingers, playing with LEGO bricks and connecting, separating or aligning the bricks might function as an exercise to strengthen muscle and coordination. For those with limited mobility, LEGO activities are still enjoyable as constructing does not require too much physical movement in place. LEGO activities can be stimulating and relaxing.