Building to unlock the talents of children with neurodevelopmental disorders
Every child is unique, with their own personality, preferences, strengths, and vulnerabilities. When dealing with neurodevelopmental disorders, the right tools must be put in place from a very young age to best support learning. A valuable resource can be found right in their toy chest: building games. Discover what they can offer in these unique situations.
A child’s development, growth, and progress are always closely monitored to identify potential difficulties as early as possible and, if necessary, provide appropriate support. Sometimes, language development is delayed. Sometimes, difficulties with concentration emerge. Sometimes, unusual clumsiness is observed. In some cases, these observations may reveal the first signs of a neurodevelopmental disorder.
Focus on Neurodevelopmental Disorders (NDDs)
First and foremost, it’s essential to take a step back and look at this topic objectively. A learning delay does not necessarily mean there is a confirmed disorder, nor does it mean that alarm bells should be ringing. Far from it! Every child develops at their own pace, and the ages cited for acquiring a particular skill reflect only averages. The French National Authority for Health1 thus emphasizes the need to distinguish between simple delays or difficulties - without a neurological cause - and true neurodevelopmental disorders. Only a doctor is qualified to diagnose the latter, based on a range of information and tests.
Neurodevelopmental disorders, often referred to by the acronym NDD, result from specific characteristics of brain development and affect language, learning, motor skills, attention, social interactions, and overall intellectual functioning.
This term encompasses a wide range of conditions1, such as intellectual disability, autism spectrum disorders (ASD), dyspraxia or developmental coordination disorder (DCD), learning disabilities (such as dyslexia, dysorthography, and dyscalculia), attention-deficit/hyperactivity disorder (ADHD), and certain tics.
Behind all these disorders often lie realities that vary greatly from one child to another. It would be presumptuous to make generalizations about the best way to support them. Nevertheless, certain approaches have proven useful for the vast majority. One of the simplest to implement involves play and its myriad facets.
For ASD, building activities promote interaction
Blocks, cubes, bricks, and other building modules are widely used in studies involving children with autism spectrum disorder. As defined by the Mon Parcours Handicap2 website: “Autism spectrum disorder (ASD) is a term that encompasses a range of neurobiological disorders affecting the development of people referred to as ‘autistic.’” The government website specifies that the use of the word “spectrum” is of major importance, since it “allows for the inclusion of the full diversity of disorders and signifies the possible progression (...) within this spectrum.”
The traits associated with ASD manifest in a wide variety of ways, with varying degrees of severity. Relationship difficulties, sensory sensitivities, communication challenges, and social isolation are among the most commonly cited manifestations.
On these specific points, the scientific literature highlights the benefits of “LEGO®-based therapy” interventions. While the term refers directly to the famous colorful mini-bricks, it can certainly be applied to all kits consisting of small pieces to be assembled. It is the concept - not the brand - that guarantees these benefits.
But what exactly can these little bricks offer children with ASD? Quite a lot, it seems. Two reviews3-4 report a marked improvement in social interactions, communication, friendships, a sense of belonging, and a reduction in solitary play. Although the authors note that some studies involved small sample sizes or that their methodological quality was not always optimal, the conclusions remain very positive.
Gathered around the table, faced with hundreds of pieces just waiting to be put together, and surrounded by a world of unlimited possibilities, the children take on roles that couldn’t be more educational. Here, an engineer devises complex plans. Here, a supply runner busies himself finding the right pieces. Here, a builder skillfully puts it all together. Building sets naturally create opportunities for interaction without necessarily requiring verbal communication - a context that is incredibly reassuring for children on the autism spectrum. Handing over the blue piece, trading a square piece for a rectangular one… These exchanges give everyone the chance to express themselves however they feel, however they can.
Focusing on a shared building project also provides an accessible starting point for gradually engaging in a shared activity and breaking down isolation. And for young builders who struggle with close quarters, giant building sets are the perfect solution. Collaboration is always encouraged, while maintaining a certain degree of physical distancing. No one is rushed, and everyone’s needs are respected.
Language, coordination, and attention: three areas of exploration
For all other neurodevelopmental disorders - excluding autism spectrum disorders - certain benefits of building games can also be noted. However, studies focus primarily on children who do not have a diagnosed disorder or a learning disability. It is therefore not possible to assert that these games have therapeutic value in cases of neurodevelopmental disorders. It is better to view them as playful tools designed to improve certain characteristics associated with neurodevelopmental disorders, such as problems with language, attention, or coordination.
>> See our article on the general benefits of building blocks
1. Structures that enrich language
Our young architect of the day is busy laying the final stone of what will become, for this afternoon, the city’s veterinary center. The building wobbles a bit, but it’s all set to welcome any sick or injured animals. Her faithful friend standing nearby rushes to help with the project by building an entire road network. After all, the ambulances need to be able to bring dogs, cats, and parrots there as quickly as possible.
Behind their apparent simplicity, building blocks offer unlimited opportunities to talk and expand vocabulary - whether centered on a specific theme, spatial relationships, or geometric shapes… The examples are too numerous to list them all. Playing with others is, of course, essential for these benefits to emerge.
Thus, when dealing with neurodevelopmental disorders associated with language difficulties, building blocks become additional tools for encouraging spoken communication.
2. Dexterity and Coordination
To pick up that small yellow piece right in the middle of the stack, to position it precisely in the last gap in the wall that remains to be filled, and to apply just the right amount of pressure to fit it in without causing the structure to collapse - all of this calls upon fine motor skills and coordination. Building blocks are an excellent tool for strengthening these two skills.
This aspect is particularly beneficial for children with motor coordination difficulties. They engage in an activity where the action and its consequences are immediately visible. A very simple example: the piece either stays in place or falls. The little construction foreman can immediately observe, experiment, correct, and try again.
Fine motor skills and hand-eye coordination are specifically developed through handling small objects. But what about XXL toys? Giant building blocks offer additional benefits. To attach the roof of this gigantic castle, here’s a budding bricklayer standing on her tiptoes. With her arms raised, muscles tensed, and perfect balance, she’s calling upon new motor skills on a larger scale.
>> By the way, did you know that movement is also a key driver of learning?
3. An activity to stay focused
Last but not least, any building set requires a certain amount of attention. Children must be able to keep a goal in mind, select the right pieces, follow a model (if applicable), and adjust their strategy - often. All of these tasks involve several components of what experts call “executive functions” - that is, complex and sophisticated cognitive processes.
To claim that attention disorders can be solved through building sets would be somewhat inaccurate. As with the other benefits mentioned earlier, building sets of all kinds simply provide opportunities to stay focused - even for just a few moments - on the same task. That’s already quite good.
The many benefits of building toys continue to spark the curiosity of researchers in neuroscience and developmental psychology. For all children - whether or not they have a neurodevelopmental disorder - the playful nature of these activities must be preserved at all costs. The heart of the matter is precisely this: PLAY. It must never turn into a chore, or it risks losing all its appeal.
Sources :
- Haute Autorité de Santé - Troubles du neurodéveloppement - Repérage et orientation des enfants à risque.
- Mon Parcours Handicap - TSA : Trouble du spectre de l'autisme
- Lindsay S, Hounsell KG, Cassiani C. A scoping review of the role of LEGO® therapy for improving inclusion and social skills among children and youth with autism. Disabil Health J. 2017 Apr;10(2):173-182. doi: 10.1016/j.dhjo.2016.10.010. Epub 2016 Nov 10. PMID: 27863928.
- Narzisi A, Sesso G, Berloffa S, Fantozzi P, Muccio R, Valente E, Viglione V, Villafranca A, Milone A, Masi G. Could You Give Me the Blue Brick? LEGO®-Based Therapy as a Social Development Program for Children with Autism Spectrum Disorder: A Systematic Review. Brain Sci. 2021 May 26;11(6):702. doi: 10.3390/brainsci11060702. PMID: 34073614; PMCID: PMC8228619.
