Liminality, Leisure, and Lego®: Using a Leisure-Based Creative Methodology to Support Children and Young People

Figures & data

Figure 1. Stages in the rites of passage schematic showing van gennep’s rites of passage sequence (from Söderlund & Borg, 2018) integrating threshold concepts and troublesome knowledge (Land et al 2005).

Figure 2. Knowledge creation process: knowledge conversion SECI theory (adapted from Nonaka & Konno 1998; Song, 2008 cited in Rachmawati, 2017; Maras et al 2022).

Figure 3. Example of an abstract build of pupil personalized learning.

Figure 4. Spiral knowledge creation through Lego® Serious play® (adapted from Li et al., 2022; Henderson & Shipway, 2023).

Figure 5. A standardized Lego® Window Explorer pack.

Figure 6. Children’s storyboard of builds of worries and solutions to transition in session 1.

Figure 7. Example of the group build narrative from session 2.

Figure 8. Lego®, Liminal experiences, and rites of passage through the school transition process (adapted from Söderlund & Borg, 2018; Shipway & Henderson 2023).

Figure 9. Examples of a children’s group builds with flash card Story illustrating their ‘perfect first day back at school in September’.

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