ABSTRACT
This chapter focuses on object-learning experiments, for descriptions and demonstrations of symbolic objects as playthings, play-tools with their essential characteristics and principles. It demonstrates the use of symbolic objects that lend themselves to the design and planning fields. Skill is both required in play and object-learning as well as learned through their engagement. This aspect of creative problem-solving requires the use and skill development of real physical objects in a sensory learning process. Cognitive pluralism in design and planning enlists the intellect, the senses, tools, skills and materials in an integrated process. Add 'play' and the creativity level can increase significantly Design as a creative problem-solving process is not conjured in the mind, as an intellectual notion. Design, as has been discussed earlier, is a whole mind-body process with intellectual and sensory cognition. As in Froebel's gift lessons, the grid played a key role in providing a spatial/mathematical starting place or structure for play activity.
