Building a Bridge
A classic problem solving activity
Building a bridge is something that children, given suitable 'loose parts' to play with, will do !
Loose parts play is simply using a collection of things in whatever way takes their fancy. It promotes creative and symbolic play because a pipe-cleaner, for example, can become a wand, a pen or a magic key. Sheets of paper can become a road, or walls, or scrunched up into a paper ball. lollypop sticks can become ... well ... whatever they want it to be.
Building bridges is just something that all children will eventually do given a suitable collection of materials.
In the nursery or school play ground, this tendency to build bridges continues. Tyres planks, rope, bricks, sticks, rocks ... it doesn't matter ... they will eventually try to build bridges to get something from one place to another. As long as this play is monitored and the safety of the children is ensured (without being overly protective) then loose parts play of this nature (building things) is just something that children do very well. They are not 'blinkered' in their thinking the way we, as adults, can often be.
There is a lot of science and engineering behind how bridges work. To find out more click the image of the bridge below.
Leonardo Da Vinci was one of thousands of engineers who turned his mind to the problem of bridges, and, in particular, to 'mobile' bridges ! He was a genius then, and is still regarded a genius now, over 500 years after his death. To find out more about Da Vinci, click on the link below.
A short documentary on Leonardo Da Vinci. (Click the image to view the video)
Photo by Henry Acevedo: https://www.pexels.com/photo/statue-of-leonardo-da-vinci-in-milan-italy-31018118/
Points to ponder ...
In the classroom setting, where children are doing 'junk modelling' the hazards are generally associated with the 'tools' they are using ... scissors, tape, glue, paint, etc.
Taking this activity out into playground or forest environment, however, exposes the children to many more hazards, the risks being falls, sprains strains, broken bones and other potentially serious injuries arising from them building a structure that is at a height.
Consequently, it is imperative that they are watched throughout the activity. Children are often unaware of hazards. Advise them on how to make the structure stable, but not in a way that stifles their own creativity.
Point of unsafe elements, and ask "How could we make that less wobbly ?" or "Is that piece of wood strong enough do you think ?"
Allow them to learn through exploration (rather than instruction) and making mistakes, but not in such a way that they are exposed to the risk of serious injury.