Parallel – Build towers with all the bricks

In this variation of 'Building Towers', the children get the opportunity to create experiences with inventing and building towers from certain rules. The children can maybe make some stories about the towers next to each other and tell each other about it.
The task

We each build a tower with all the bricks in our pile. We each have our plate. The aim of the activity is to create room for social play and talk together about the building process.

Parallel – Building Towers We create a motivating framework for the children. 



Suggestion for introduction

We create a motivating framework for the children. 

For example, we can say: ”Today, we build towers. We each have a pile of building bricks that we use to build our tower. It is not about building the highest tower or a certain kind of tower, but to build a tower we like. There is only one rule: We use all the building bricks in our pile. We can switch bricks while building, if we want.

We practice building together and try to use our former experiences to reflect on the play together. Maybe we learn something new about each other, like how we get inspired by different ideas.”


The activity can be adapted to the framework of one lesson and varied according to the time available and the children’s prerequisites.


We need building materials well suited for building towers. We can choose one kind of material the children like or a mix of building materials, for example Lego, Bakoba, or wooden bricks. We make a pile of building materials for each child and they do not have to be exactly the same size.

During the activity

During the play session, the children encounter challenges and successes, where we can stop and help spot what is difficult or what is going well. We can do this in several ways:

Reflection routines 

When we get the opportunity to reflect together with the children on what challenges or discoveries arise along the way, we can use one or more reflection routines. It could be, for example, a learning metaphor with a social strategy that we practice, an emoji that describes the feeling we have right now, or a rating of how well we think the building is going. In this way, a reflection routine can help to show and put into words the experiences that the children have during the play session.

Facilitating questions

We can ask facilitating questions to the children along the way, as they naturally arise in the building process. In this way, we facilitate the play session so that we continue the play and at the same time learn something from it. For example: 

  • I see that you have stopped building. I wonder how we can continue from here? 
  • I see that you have encountered a challenge. Should we try to solve it together? 
  • Try to notice what you are doing right now. Do you think this is a collaborative strategy? 
Show and Tell

Finally, in the play session, we give a Show and Tell of our construction, so that we have the opportunity to share our experiences, reflections, and feelings about the construction process.

First, we talk about our model and the process of building it. During the Show and Tell, we can use reflection routines and reflective questions to support the discoveries that have been made. For example:

  • What went well? 
  • What was difficult?
  • Is there anything that you want to do differently the next time we build towers?
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