Parents looking to support their children’s learning in science, technology, engineering and mathematics (STEM) will find no shortage of branded STEM sets, subscription science boxes, private coding programs or educational toys for kids.

If the idea of STEM in early childhood is associated with these products and experiences — in conjunction with public discussion and media coverage around the need to amplify STEM learning — it could be easy to absorb a misleading message that children need these purchased items and paid programs to develop STEM competence.

Contrary to this assumption, our research has examined how some of the most foundational elements of STEM learning, related to behaviours like explaining how things are built or work and exploring mathematical ideas, may begin far more organically.

Such learning emerges, for example, when children stack cardboard tubes, balance objects, test what fits where or redesign a structure that collapses moments after it is built.

Researchers have found that certain toys or play materials (like LEGO, wooden blocks or sand) can support STEM learning and cognitive development. For instance, playing with blocks can increase mathematical knowledge and engineering behaviours.

However, some STEM-marketed toys are designed to function in specific ways. Instructions prescribe how to assemble the pieces step by step. While these toys can be enjoyable and engaging, they often limit how much children need to figure out for themselves. When a toy already demonstrates its purpose, there is less opportunity for problem-solving,........

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