 At times it is useful to understand the intent of certain concepts, activities, or institutions by looking at where we originally got them. By looking at the (often Latin or Greek) word from which the English is derived, we can gain insight into what was done in an earlier age.
But what does school mean? Unfortunately, almost all of us take our definition from the limited experience of our own schooling. Whether or not we actually acknowledge it, the public school system becomes our model of how things should actually work. We presume learning is best broken up into defined subjects, that tests are the best measure of learning, that we should finish the math book each year, and most of all, that school is work. We say, "have you finished your school work yet?"
When our children resist doing school work we become concerned that they don't want to learn. We are afraid that they will not develop self-control and other disciplines, and they will never be able to compete in the world of academics or commerce. It seems the more we push them to learn, the less they want to do it, even if they obediently (though oh so slowly) comply.
The problem is not our children as much as our own distorted view of how learning is best supported. Perhaps much of the resistance by our children comes because we are trying to entirely orchestrate something that they themselves need to do. Learning needs to happen by and in the learner. If parents were to dictate every aspect and detail of playing with Lego, they would soon have children who hate Lego. Like Lego (or fort building, or dolls, or any pretending at all) learning comes naturally and is desirable to every child.
By breaking Lego play into first using the square blocks, then adding the long narrow ones, then introducing wheels, we would stifle a process best explored freely by the child. Nor am I suggesting the child will necessarily learn best entirely on his/her own. Your questions, suggestions, and just plain interest will help propel the rate at which Lego concepts may be explored and learned. With sensitivity to allow completion of a phase if not a whole project in Lego, you will best serve the child by then guiding him/her outside to work on the fort or the dollhouse for a while. From your perspective, you know 12 hours of Lego would limit the child's development in other areas.
If you ask a child what he/she like to do, almost always, the answer is, "play," the only area parents haven't yet taken over; therefore it is still desirable to the child. Learning should closely resemble play. It should be eagerly and readily entered into by the child. So, what's the problem? The problem is our definition of School. Institutionalized school was never a very good idea. (You can imagine what institutionalizing would do to play.)
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