There were a range of social effects as well: children were seen to be negotiating items with other children, which is quite a higher order thinking skill; they were
modelling behaviour on others, so they could actually see how children were playing with some of the equipment and then being able to join in (so it was a lot more inclusive, they were able to see how some of the children used some of the equipment); and they were really working together, using teamwork skills and creating these different objects and structures and stations to play
around in the school playground.