Lego – The Information Badger

The Badger’s 6-year-old grandson likes trains! Books about trains, Brio train sets, and Lego trains are favourite toys, but seeing and riding on real trains brings a special sparkle to his eyes. He loves to watch steam engines chuff along the Watercress Line, see historic locomotives in museums, ride miniature railways at visitor attractions, and travel on the regular trains that commuters use every day. He’s fascinated by how trains work, which is great, but his persistent questions about ‘how’ and ‘why’ can sometimes be wearing!

Last weekend the Badger and his grandson did something that didn’t relate to trains. We visited the Tangmere Military Aviation Museum, a small place with a number of static military jets as well as memorabilia from when Tangmere was a World War II RAF fighter base. The visit spawned an observation about 6-year-olds that he had not anticipated. At each exhibit there’s a computer that can be used to engage with the exhibit’s story, pull up photographs, and watch film clips. At many exhibits it’s possible to sit in the cockpit, peer into the fuselage, and use a computerized simulator. The Badger’s grandson observed that planes are engineered and work differently to trains!

It was all fun, but the Badger noticed that his grandson preferred using the computers rather than engaging physically with the exhibit itself. For example, the Canberra has part of the fuselage removed so visitors can easily lean in to see the environment around the pilot and crew. Adjacent to the jet is a computer showing images streamed from a camera mounted inside the fuselage. The camera can be panned through 360 degrees using a mouse and the user can zoom in on any part of the pilot and crew area. This 6-year-old used this computer rather than physically looking inside the fuselage. This preference was clear with other exhibits too. Seeing that ‘the screen’ had a greater pull with the youngster than exploring the exhibit physically made the Badger uneasy. If youngsters in their early formative years prefer screens to engaging with the physical real world, then we should surely all be worried.

On the car radio driving home, the Badger listened to the CEO of Mumsnet, being interviewed about Mumsnet’s ‘Rage against the Screen’ campaign which is calling on politicians to ban social media for under-16s, stop Big Tech using data to target children with addictive algorithms, and to put children’s safety and wellbeing ahead of platform profits. The Badger found himself agreeing with the points made. In the UK, you must be 16 years or older to do many things (see here), so why not ban social media for under 16s? If the Badger’s grandson is already ‘virtual rather than physical world first’ at the age of 6, then ‘Raging against the Screen’ is surely a campaign that needs to succeed…

While returning home from a stroll through a glorious deciduous wood resplendent with Autumn colour, the Badger saw an interesting book in a charity shop window. He popped in and came out with a carrier bag half-full of Lego bricks of all shapes, sizes, colours, and types rather than the book! The Lego was in great condition at a bargain price and buying it for his grandson to play with when he visits seemed a no-brainer. On arriving home, the bag was emptied onto a table. There were standard bricks and bases, Technik bricks, wheels, motors, and arms, legs, torsos, heads, and hands from Lego figures, and much more. The Badger was hooked. He spent the rest of the afternoon using his imagination to produce a number of creative masterpieces! Indeed, everyday since, the Badger’s improved his masterpieces and created new ones. It’s addictive!

Lego empowers creativity, provides immediate gratification from having built something with your hands, and it helps to develop spatial reasoning, design thinking, and problem-solving. Furthermore, it encourages an understanding of mechanics through trial and error. It’s fun, educational, and great for kids (and adults) of all ages with building things often a collaborative and social activity. Kids, for example, learn from each other when they play with it together and when adults help them. Building Lego models together strengthens the bonds between individuals.

As the Badger built his own masterpieces, he remembered that Lego has been an excellent teaching aid at home and in education establishments for decades, as the recent announcement about a teenager building a robotic hand using Lego illustrates. It also struck him that Millennials were shaped by the emergence of the internet, Gen Z were moulded by social media’s evolution, and that Gen Alpha – his grandson’s generation – will be defined by the rapid expansion of AI use. The Badger senses a danger, however, that Gen Alpha may simply ask AI for ideas and instructions of what to build from a bag of bricks rather than use their own imagination and individuality to create masterpieces. Always inquisitive, the Badger asked CoPilot what could be built with a bag of mixed Lego bricks. It replied with ideas and instructions, and thus neatly illustrated that the danger of Gen Alpha outsourcing their imagination, creativity, and physical trial and error learning to AI is real.

A recent UK study found that ~22% of 8 to 12 year-old children already use generative AI tools, which – let’s remember – have not been designed from the outset with children in mind. Have the lessons from social media’s impact on children been learned? The answer’s not obvious, which is why the Badger will be encouraging his grandson to produce his own Lego masterpieces without engaging in virtual world interactions. Another reason, of course, is that the Badger will be able to transfer knowledge and enjoy helping to build his creations too…

Category: Lego

The imagination of children – Lego and AI…