Playful learning in primary school
with physical learning games

Cell phones and tablets are extremely popular already in primary school. More than 40% of 6- to 13-year-olds regularly use their cell phones, even when they should actually be sleeping. More than 20% of primary school children use a cell phone almost every day, and more than 45% use a tablet at least once a week. And 43% of primary school students already have their own cell phone.

If children spend so much time with their mobile devices, shouldn't they also use them at home for learning?

In this article, we want to show you why learning with physical materials has significant advantages, especially in primary school – particularly when the materials are playfully designed. Of course, this is not to say that learning with apps has no advantages. Quite the opposite. We will discuss this in a separate article.

Essential role of analog materials

Analog materials are essential for learning in the early school years. They provide a variety of tactile and visual stimuli that are often missing from digital media. For example, children can better grasp concepts such as numbers and letters by touching and moving objects. This multi-sensory learning method not only promotes understanding of what has been learned, but also helps to remember it.

In Switzerland, where the education system emphasizes holistic learning, physical materials are particularly important. Children can develop their creativity and problem-solving skills through crafting, building, and experimenting. Such activities are valuable not only in the classroom but also at home. Parents can use simple materials such as building blocks, puzzles, or crafting utensils to support their children's learning.

One example of the use of physical materials is learning mathematics with counting stones or an abacus. These tools enable children to understand abstract mathematical concepts through concrete actions. Such materials also promote fine motor skills and hand-eye coordination, which are central to general development.

The special importance of learning through play

The integration of games is an excellent way to combine learning with fun. Games not only promote cognitive thinking, but also social skills such as teamwork and communication. Through play, children learn to follow rules, think strategically and solve problems.

Another advantage of games is that they promote social interaction. Children learn to communicate with others, resolve conflicts and play fairly. These social skills are important for personal development and later success at school. In addition, games offer an opportunity for families to spend time together and share positive learning experiences.

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Last but not least, children can train their stamina by using playful, analog materials. This is because these games do not constantly send a positive stimulus to children's brains, as digital games do. Children can therefore practice using analog games to go without a “reward” for a longer period of time and still not give up.
 

Challenges of using analog materials

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To take advantage of these benefits, parents have to overcome some hurdles. Selecting the right learning materials and games can be challenging given the wide range of options available. When doing so, parents should make sure to choose materials that are both educationally valuable and age-appropriate.

Additionally, time is one of the biggest hurdles. Many parents have limited time to dedicate to their children's learning due to work and other responsibilities.

The lack of educational knowledge among parents can also lead them to favor using apps over offline materials. Not all parents feel confident using learning materials and games or know how to best use them.

The Primarschulbox was created to support parents in overcoming these challenges. This way, learning can become a natural part of everyday life.

We have put together pedagogically valuable learning games in curated boxes to minimize the effort of researching and procuring materials. Each box corresponds to a central topic for the respective grade level. This allows parents to select exactly the topic in which they want to support their child.

In addition, each primary school box contains a handbook created specifically for the materials it contains. This book not only simplifies the use of the materials with easy-to-follow instructions, but also suggests a structured learning plan. Parents can schedule fixed times for learning and playing to ensure that these activities take place regularly.

Conclusion

Analog learning support with physical materials – especially games – offers numerous advantages for primary school children. With the right selection and regular use of such materials, parents can effectively support their children's academic development and motivation.

Although there are challenges associated with using analog materials at home, the Primarschulbox helps parents successfully address them. This way, playful learning support can be easily integrated into everyday life.

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Literature

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Ackerman, J. M., Nocera, C. C., Bargh, J. A. (2010). Incidental Haptic Sensations Influence Social Judgments and Decisions. Science, 328(5986), 1712-1715.
 

Bundesamt für Sozialversicherung BSV. (abgerufen 2024). https://www.jugendundmedien.ch/digitale-medien/fakten-zahlen.
 

Epson (2024). Lernerfolg hängt vom Material ab.
 

Ginsburg, K. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
 

Hauser, B. (2020). Wirksamkeit spielbasierter Lernumgebungen – empirische Befunde. Kübler, M., Buhl, G., Rüdisüli C. (Hrsg.). Spielen und Lernen verbinden – mit spielbasierten Lernumgebungen, 41-50.
 

James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 32-42.
 

Keller, K. (2024). Spielerisches Lernen: Definition, Vorteile, Beispiele. Lehrmittelverlag Zürich LMVZ Blog.
 

Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.
 

Mayer, K. M., Yildiz, I. B., Macedonia, M., von Kriegstein, K. (2015). Visual and motor cortices differentially support the translation of foreign language words. Current Biology, 25(4), 530-535.
 

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159-1168.
 

Pro Juventute (2024). https://www.projuventute.ch/de/eltern/medien-internet/bildschirmzeit#:~:text=4%20bis%208%20Jahre%3A%20Kindergartenkinder,von%20100%20Minuten%20am%20Tag.

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Riaz, A. (2023). Reading from books could be better for young kids than reading from screens if you want the knowledge to sink in. Irish Independent.
 

Wagner Cook, S., Yip, T. K., Goldin-Meadow, S (2010). Gesturing makes memories last. Journal of Memory and Language, 63(4), 465-475.

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