In my work, as in the work of many people, I imagine, there are themes that come up again and again. Sometimes I get asked a question and I can point to a blog post I wrote or an article I read months or years earlier that touches on the same subject. Little kids have some very consistent interests; it’s why certain toys remain popular for generations. Building toys are one of those evergreen entertainments; kids can play with Lego or magnet-tiles forever, it seems.
In general, my attitude towards the “problem” of repetitive play has been to encourage educators to look more closely at children’s play, to observe with a curious eye and to wonder about what they might be missing. In short, my approach has been to push back against our perception that there IS a problem at all. Often, when children return again and again to the same materials, they’re trying to figure something out and it’s our job to value what they’re doing enough to discover and support the intentionality of their play.
However, there are some times when repetitive play really is something to be concerned about and it’s worth spending some time thinking about how we might structure the environment and our interactions with children to support expanding their repertoire of play behaviour.
Recently, I was working with a teacher who was distressed by the repetitive play she was observing in her classroom. A group of boys consistently chose to visit the Lego centre and exclusively created spinning toys that they then “battled” against each other to see which one could withstand colliding with the other spinners. They resisted choosing any other material or building any other type of structure. It had been months of repeating the same play behaviour and they were unfazed. The teacher had tried her best to extend the play towards an investigation into rotation, more broadly, but they were unmoved. The Beyblades continued to duke it out....