Parallel – Building neighboring towers

In this variation of 'Building Towers', the children get the opportunity to create experiences with inventing and building towers next to each other with the same materials and on the same area. Maybe the towers also have a shared story?
The task

We each build a tower on the same plate, next to each other. The aim of the activity is to practice building and create room for shared play.

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: ”The activity is about building neighboring towers. We share building bricks to build with. Our towers can be totally different or look alike. We decide that for ourselves. There is only one rule: The towers have to be on [this plate]. It will be exciting to see what we build. Maybe you can walk from one tower to the other.

We practice building together and try to use our former experiences to reflect upon the activity together. Maybe we learn something new about each other, like how we share good ideas and work on the same plate.”


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.

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?
Print activity