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When children build with blocks, redesign a toy, or create a game, they are doing more than playing. They are testing ideas, solving problems, and learning how systems work.
Engineering education often begins with formulas and technical vocabulary. Those ideas matter, but students can become interested much earlier through hands-on play.
Schools and community programs should give young people more opportunities to design, build, test, and improve projects. A simple challenge—such as building a bridge from limited materials or creating a playable board game—can teach planning, measurement, teamwork, and persistence.
Game design is especially useful because it combines engineering and creativity. Students must develop rules, consider how users will interact, test whether the game is fair, and revise what does not work.
Some people view play as separate from serious learning. But play gives students a safe space to fail. When a model collapses or a game becomes confusing, students can examine the problem and try again. That process is at the heart of engineering.
Hands-on projects can also reach students who may not immediately connect with traditional lectures. They show that technical thinking is not limited to people who already know how to code or solve advanced equations.
Schools do not need expensive laboratories to begin. Cardboard, recycled materials, basic tools, and free design software can support meaningful projects.
Young people become innovators by practicing innovation. We should stop treating play as a break from learning and recognize it as one of the strongest ways to build curiosity, confidence, and problem-solving skills.
Disclaimer: The opinions and views expressed in this article/column are those of the author(s) and do not necessarily reflect the views or positions of South Asian Herald.
