Children were reported to have made inventive use of the materials’ potential for construction (e.g., building a pyramid), their mechanical properties (e.g., rolling balls down planks), their enhanced potential when combined with children’s own toys and with preexisting fixed equipment and “ball bag” items, their potential for rule-based games (e.g., who was allowed to climb on a built structure), their potential for competitive games (e.g., tirerolling contests), their potential for testing children’s physical prowess (e.g., walking along planks), and their potential for imaginative play (e.g., sitting in tires “pretending [to be] on
some Caribbean cruise”). One teacher directly attributed the increase in creative play to the opportunities opened up by the materials’ lack of fixed purpose:
They didn’t seem to know what to do with it at first. It was sort of just there, and they had to make up what it was that they would know to do with it . . . so it did, I believe, fill in their creativity.
Children were reported to have made inventive use of the materials’ potential for construction (e.g., building a pyramid), their mechanical properties (e.g., rolling balls down planks), their enhanced potential when combined with children’s own toys and with preexisting fixed equipment and “ball bag” items, their potential for rule-based games (e.g., who was allowed to climb on a built structure), their potential for competitive games (e.g., tirerolling contests), their potential for testing children’s physical prowess (e.g., walking along planks), and their potential for imaginative play (e.g., sitting in tires “pretending [to be] onsome Caribbean cruise”). One teacher directly attributed the increase in creative play to the opportunities opened up by the materials’ lack of fixed purpose:They didn’t seem to know what to do with it at first. It was sort of just there, and they had to make up what it was that they would know to do with it . . . so it did, I believe, fill in their creativity.
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