Solo – Where does the bridge lead to?

In this variation of 'Building bridges', the child gets the opportunity to experience and explore how to build bridges and tell a story about it.
The task

We each build a bridge and tell a story about it while we are building. The adult builds next to the child. The purpose of the activity is to practice building and telling at the same time.

Solo – Building Bridges We create a motivating framework for the child. 



Suggestion for introduction

We create a motivating framework for the child. 

For example, we can say: “Today, we are building bridges and telling stories about them. We each build our own bridge. We decide for ourselves how we want our bridge to look and where it leads to. If we feel like it, we can talk about our bridges. E.g. we can tell about where it leads to.“


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


We need to use materials that are suitable for building bridges. We can choose one type of material the child likes eg. Lego, Kapla, Bakoba and so on. If we want to, we can also mix the materials.

During the activity

During the play session, the child encounters 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 child 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 child has during the play session.

Facilitating questions

We can ask facilitating questions to the child 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 are building bridges?
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