Lego-playing children outperform their peers by high school. A Florida State Research team (Wolfgang et al 2003) found that by high school, Lego-playing preschoolers got better grades, higher math scores on standardized tests, took more honors math courses, and got better class grades than their non-lego playing (IQ and gender-matched) peers.
The stronger performance, not apparent in early grades, was obvious across all indices by high school. Lego kids excel in higher-level executive function skills which drives activity-selection providing further opportunities to develop the skills. After years of exponential-skill growth compared to others, the differences show clearest in performance on tasks that demand strong analytic skills.
Lego-playing kids don't appear stronger than peers until they encounter material that allows them to use their analytic skills. Their memorization, multiplication, and handwriting skills are not necessarily advanced. They are ready to move on and nobody knows it. It takes an astute teacher or persistent parent to identify a kid with the analytic talent to begin more complex math and science. In the current academic climate, early emergence of math talent is often discouraged. What a shame!
Catch these kids early and give them as many math science opportunities as they want. Applaud their efforts. Move them along. We glorify our talented sports kids and allow middle schoolers with varsity talent to move up. We don't ask them to run slower so the other kids aren't at a disadvantage. No we urge them on. Why don't we do the same and encourage our kids to be the best they can be in math and science?
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