Making with LEGOs to Improve the Writing of Young Children

Abstract

The Maker Movement has gained popularity in educational settings due to its emphasis on hands-on creation and fostering creative expression. While making is often associated with STEM disciplines, literacy educators are increasingly interested in exploring the intersection between making and writing. This qualitative study examines the impact of LEGO building on young children’s writing. Over the course of eight weeks, five participants from a third-grade classroom engaged in small group sessions that integrated LEGO building with writing tasks. Participants demonstrated enhanced expository writing skills, increased concentration and focus during writing tasks, and a shift in emphasis from spelling accuracy to content clarity. The findings underscore the potential of LEGO building as a valuable tool for improving the writing of young children and highlight the promise of integrating making activities to writing instruction.