Abstract
This qualitative, phenomenological study explores the experiences of Foundation Phase teachers implementing LEGO® Six Bricks® as a pedagogical resource in South African Foundation Phase classrooms. The theoretical framework guiding the research is Vygotsky’s socio-cultural learning theory, and the study adopted an interpretivist paradigm to investigate how teachers integrate Six Bricks® into their practice, their perceptions of the resource, and the challenges they face. The sample comprised five purposively selected Foundation Phase teachers from a rural government school near Johannesburg. Data were collected through semi-structured interviews and unobtrusive classroom observations, which supported triangulation and strengthened the study’s credibility and trustworthiness. Data were analysed from interview transcripts and classroom observation notes using Braun and Clarke’s six-phase model of thematic analysis. Three main themes emerged: (1) frustration, challenges, and limitations faced by teachers, including curriculum and time constraints, overcrowded classrooms, and resource shortages; (2) teachers’ experiences and perceptions of LEGO® Six Bricks® , which were very positive; and (3) practical implementation strategies, with Six Bricks® most frequently used in mathematics and perceptual/motor skill development, but less so in language instruction. Despite the constraints identified, the findings show that Six Bricks® fosters learner engagement, enjoyment, and skill development. Teachers also demonstrated creativity in adapting activities. The study shows the significant potential of LEGO® Six Bricks® as a resource to help teachers scaffold the learning of Foundation Phase learners within their Zones of Proximal Development. It also points to the need for supportive policies, adequate resources, and curriculum adaptation to prioritise play-based pedagogy over the traditional “pen and paper” approach. These findings have implications for classroom practice and education policy and indicate opportunities for future research on integrating LEGO® Six Bricks® into the CAPS curriculum.