Noodlers

NOODLERS™ Playing with Large “Loose Parts” Peyton Spangler (BS Arch)

Independent Design Research Studio | Spring 2019 Advanced Technologies and Material Practices Studio Instructor:

Asst. Prof. Ehsan Baharlou

Studio TA:

Nicholas Grimes

NOODLERS™ Playing with Large “Loose Parts” Peyton Spangler (BS Arch)

Ind. Design Research Studio | Spring 2019 Studio Report no.: 01 Advanced Technologies and Material Practices Studio Instructor: Studio TA:

Asst. Prof. Ehsan Baharlou Nicholas Grimes

Contents

5

Chapter 01: Open-Ended Play

Page 07

Chapter 02: Context and Relevance

Page 11

Chapter 03: Methods

Page 15

Chapter 04: Development

Page 19

Chapter 05: Testing and Iterating

Page 31

Chapter 06: Final Design

Page 47

Acknowledgements Page 61 References

Page 62

Chapter 01 Open-Ended Play

7

8

FIGURE 1.1: Froebel’s First Building Gift.

(Source: Friedrich Froebel)

Open-Ended Play This project centers upon the creation of a toy that encourages open-ended play. Open-ended play is defined here as play without a prescribed method of engagement. It is a type of play that is intended to boost creativity. I began with the idea of a simple building block. I studied Friedrich Froebel’s Kindergarten model. He invented the idea of using play as a means to educate children. He offered a series of Gifts to children, each infused with a different educational value. Joachim Liebschner (2006) wrote, “He envisaged that the Gifts will teach the child to use his

(or her) environment as an educational aid; secondly, that they will give the child an indication of the connection between human life and life in nature; and finally that they will create a bond between the adult and the child who play with them” (p. 82). His first building gift (Fig 1.1) consists of a cube divided into eight identical cubes. These smaller cubes can be taken apart and rearranged in many different ways. This was truly the beginning of building block play and the many permutations that have been developed since. Studies show that toy blocks can help children with motor skills, spatial reasoning, cognitive flexibility, language skills, a capacity for creative

BASIC ELEMENTS

ALTERED ELEMENTS

DIGITAL ELEMENTS

BIG ELEMENTS

STACKING

INSERTING

ATTACHING

INSERTING + STACKING

FIGURE 1.2: Categorization of Precedents by Elements and Rules.

(Source: Author)

ELEMENT PROPERTIES

9

RULE PROPERTIES

A

B

C

SIZE:

COLOR:

MATERIAL:

JOINT:

SYSTEM:

big elements

varied based on the element

flexible, waterproof, durable

ball-and-socket with 3 degrees of freedom

simple rules, complex system

FIGURE 1.3: Analysis of Elements and Rules.

(Source: Author)

thinking, social competence, and engineering skills.

As a designer, I found the beauty of building block play to be that a single element can simply be repeated many times and then combined into infinite combinations. This limitless ability led me to further study block play. In analyzing my precedents, I divided them into four categories: basic elements, altered elements, digital elements, and big elements (Fig 1.2) I studied the joinery systems and how a joint could be embedded in a design as opposed to a separate joinery piece. I also studied how a game can be broken down into three distinct parts: the elements, the rules, and the result. The design of these

three elements drove my design making as I sought to create a system for play. I decided to focus in on the size, color, and material for the elements and the joint and system for the rules. Ultimately, I chose to create a toy in the “big elements” category so that children could have the opportunity to create their own space to be inhabited. (Fig 1.3).

Chapter 02 Context and Relevance

11

Precedents Elements, Rules, and Results

FIGURE 2.1: Imagination Playground.

(Source: Rockwell Group)

Imagination Playground is composed of large foam “loose parts.” “Loose parts” is a term coined by architect Simon Nicholson in 1971. Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. For Imagination Playground, the loose parts are blocks, geometric shapes with holes, tubes, channels, and simple gears. The rules of the game are to join the parts through stacking, insertion in holes, and pin-joints. The result is a child’s “handmade playground.” Children can create new furniture, forts, playgrounds, toys, spaceships, play-people, etc.

While Imagination Playground works great in a place like the National Building Museum, it is a more difficult toy for a single family to simply have in the home. The pieces are very large and hard to store. It is also quite expensive to buy a set of these big blocks.

12

BLOOM is an exhibit that was commissioned to celebrate the 2012 London Olympics. It is a “crowd-sourced garden.”

It is composed of repeating pink plastic forms and initial black “seeds” that act like benches. The rules of the game are to join the parts through stacking side-by-side, insertion in slots, and twisting. The result is a collaborative art piece, garden, and playground.

FIGURE 2.2: BLOOM. (Source: Alisa Andrasek and Jose Sanchez)

While BLOOM was a successful outdoor installation, it had to begin with the designers developing an initial aggregation. It also requires hundreds of plastic pieces to make something. The combination of these two things would make it difficult for BLOOM to be used by a single family.

Buckminster Fuller’s Geodesic Dome demonstrates the ability to create unusual and unique architectural structures with simple elements and rules. It is composed of pipes and connectors. The rules are to create triangles that connect and then form a larger dome structure. The result is the creation of a lightweight, strong, and rigid structure.

The Geodesic Dome is now a common climbing structure on playgrounds. It demonstrates how to create geometric wireframe structures. This influenced my design as I sought to figure out how to enable children to be able to build similar structures that are outside the norm of four walls and a roof.

FIGURE 2.3: Geodesic Dome.

(Source: Buckminster Fuller)

Swimways Noodle Lynx was a precedent I found later on after creating my initial design of the pool noodle clamps.

Our designs appear similar, but after discovering this precedent, I sought to make my design an improvement upon Noodle Lynx. Specifically, I focused on how I could make my design both a land and water toy. I also had the focus of enabling children to create a structure to be inhabited.

Noodle Lynx is composed of plastic rotatable links and foam pool noodles. The rules are to connect the noodles through insertion in and rotation of the links. The result is the creation of water animals, sculptures, and floats.

While these are great for water sculptures, the downside of Noodle Lynx is that it is difficult to create an inhabitable structure outside of the water because of the over-flexibility of the noodles. Noodle Lynx also sink in water.

FIGURE 2.4: Noodle Lynx.

(Source: Swimways)

13

Stick-Lets are a fort-building toy. They are composed of rubber loops and outdoor sticks. The rules are to connect the sticks through insertion in and twisting of the rubber loops. The result is the creation of forts and other wire frame structures.

Stick-Lets were invented to encourage children to get back into nature. They serve as a safer alternative to rope.

Stick-Lets acted as an inspiration to me of how to employ a simple and small joint. They allow for the creation of inhabitable structures, are inexpensive, and take up very little space.

FIGURE 2.5: Stick-Lets.

(Source: Stick-Lets)

The Rise is an exhibition that influenced the development of my toy a bit later on. The exhibition is composed of branching rods and spoke connectors. The rules are to connect and re-connect the rods through the spokes in different directions. The result is an inhabitable, branching structure.

The idea of The Rise is to mimic nature and create a multitude of intersecting members that combine to form one structural network system. I looked to this project of how to create more structural stability with flexible elements.

I also drew inspiration from this exhibition as a more creative way to create organic wire frame structures.

FIGURE 2.6: The Rise.

(Source: Cita)

Chapter 03 Methods

15

DESIGNING: creating a system of play

16

3D PRINTING: prototyping small elements

PLAYING: testing joint aggregation

FIGURE 3.1: Design Methodology.

(Source: Author)

Methods In creating my toy, I primarily worked by designing, 3D printing, and then playing. For the design stage, I worked in Rhino 3D, Autodesk Fusion, and Cura for Lulzbot. Rhino 3D enabled me to create the basic forms of my developments. Autodesk Fusion enabled me to create refined designs more specifically for production. Cura for Lulzbot allowed me to alter the specifications (infill density, infill pattern, wall thickness, etc.) for 3D printing. In the 3D print stage, I used

a Lulzbot Taz 6 Aerostruder with Polymaker PLA and Ninjaflex filaments. In this printing stage, I was able to test both small and full-scale prototypes. In the first few developments of my project, I designed and printed at a small scale with PLA with the intention of later figuring out how to scale up. Later on as I developed more of a refined design, I printed with Ninjaflex at full-scale. In the playing stage, I completed user testing to understand the capabilities and limitations of my toy. My user testing was done by me, the children of professors, and other students.

17

FIGURE 3.2: 3D Printing with the Lulzbot Taz 6 Aerostruder.

(Source: Author)

FIGURE 3.3: Playing with Development 1.

(Source: Author)

Chapter 04 Development

19

ELEMENTS 0 3/4"

60°

A

B

RULES

2 1/4 ”

20

B

A

A

A

B

A

A

B

B

RODS WITH DIFFERENT ENDINGS: various combinations of balls + claws

90°

A BASE:

JOINERY:

allows for 4 balls to be inserted in 1 base

ball-and-socket 3-degrees of freedom

FIGURE 4.1: Development 1 Analysis.

(Source: Author)

Development 1 In this initial development, I created a system where sticks with different endings (balls and claws) connect to one another and a singular jumping-off base. The rules are to join the balls and claws through insertion in the ball-and-socket joints. I focused on the ball-and-socket joint because of the 3-degrees of freedom made possible with it. I hoped that this amount of freedom would allow for children to really unleash their creativity and create unusual struc-

tures. The result is the creation of abstract and geometric robots, structures, etc.

The drawback of this development is that the system is limited due to the inability to connect more than two claws to a single ball. Thus, it is difficult to create larger structures that require many connections.

21

FIGURE 4.2: Development 1.

(Source: Author)

ELEMENTS 0 3/4"

RULES

2 1/4 ”

A

A

A

A

A

A

A

A

A

A

A

A

60°

22

RODS WITH SAME ENDINGS: double ball ends

SEVERAL BASES:

JOINERY:

allows for insertion of 10 balls acts as connecting joint

ball-and-socket 3-degrees of freedom

FIGURE 4.3: Development 2 Analysis.

(Source: Author)

Development 2 In this development, I drew upon what I learned from the previous development. This system is composed of sticks with ball endings and bigger balls with 10 sockets. The rules are to insert the balls into the sockets and rotate them as needed. Again, I utilized the ball-and-socket joint. The result is the creation of abstract and geometric robots, more formal structures, etc.

This system allows for several sticks to connect to

one base ball which enables more formal geometric structures that can become bigger and extend further. However, I came to realize that many toys like this one already existed. I also questioned how this toy would scale up to create inhabitable structures.

23

FIGURE 4.4: Development 2.

(Source: Author)

24

FIGURE 4.5: Overview of systematizing reciprocal frame structures.

(Source: P. Song, et al.)

FIGURE 4.6: Different patterns of reciprocal frame structures.

(Source: P. Song, et al.)

Development 3 At this point in the development of my toy, I questioned how the last two systems of play were limited by the fact that they always had to connect end to end. Thus, my professor led me to consider reciprocal frame structures. They are composed of rods and connectors. The rules are to connect three or more sloping rods at locations in the middle of the rods.

The result is the creation of a closed circuit of rods that rest on and are supported by the adjacent rods.

I found that these structures are quite strong and require no other supports because of the way the rods mutually support each other. I also appreciated the complex geometry that could be formed with this system.

25

FIGURE 4.7: Development 3.

(Source: Author)

ELEMENTS

RULES

0 13/16"

26

4"

RODS:

ROTATABLE CLAMPS:

JOINERY:

have ridges to secure clamps in place

use the ball-and-socket joint in order to rotate

ball-and-socket pivot

FIGURE 4.8: Development 4 Analysis.

(Source: Author)

Development 4 This development focuses on enabling children to create reciprocal frame structures. It utilizes sticks with grooves and rotatable clamps. The clamps rotate through a ball-and-socket joinery. The rules are to insert the sticks into the clamps to connect the sticks together. The clamps can be rotated and added onto the entirety of the sticks. The result is the creation of reciprocal frame structures and other structures.

This system allows for connections points on the entirety of the stick (and not just at end points). At this point, this development seemed to be the design I would progress with, so I began to consider how it would be scaled up.

27

FIGURE 4.9: Development 4.

(Source: Author)

ELEMENTS

RULES

2 1/4"

28 55"

NOODLES:

FLEXIBLE ROTATABLE CLAMPS:

JOINERY:

made of foam can bend to fit clamps

made of ninjaflex for flexibility ball-and-socket joint for rotation

ball-and-socket pivot

FIGURE 4.10: Development 5 Analysis.

(Source: Author)

Development 5 In this development, I considered how to scale up my design. I decided to utilize pool noodles and flexible rotatable clamps made of ninjaflex filament. The rules are to insert the noodles into the clamps to connect the noodles together. The clamps can be rotated and added on the entirety of the noodles. The result is the creation of reciprocal frame structures and other structures.

This system allows for connections points on the en-

tirety of the noodles (and not just at end points). The benefits of pool noodles is that they are inexpensive and usable for other purposes. I realized by using a pre-existing product, I could really focus in on designing the clamps.

29

FIGURE 4.11: Aggregation of Development 5 into a Fort Structure.

(Source: Author)

FIGURE 4.12: Aggregation of Development 5 into a Reciprocal Frame Structure.

(Source: Author)

Chapter 05 Testing and Iterating

31

32

PHYSICAL + MECHANICAL TESTS

ELECTRICAL SAFETY

CHEMICAL TESTS

FLAMMABILITY TESTS

HYGIENE TESTS

TESTING OF OTHER PARAMETERS

SAFE SUITABLE FOR CHILDREN TESTED FOR TOXICITY

FIGURE 5.1: Toy Testing Parameters (Adapted from TÜV Rheinland).

(Source: Author)

Development 6 In this stage of development, I began to test the material of ninjaflex. I considered how if this became a real toy, it would need to be safe for children. While I couldn’t perform most of the toy testing parameters, I was able to do some preliminary physical and mechanical tests. Primarily, I considered how I could make my design lightweight and soft. I thought about if the clamps were used as weapons, thrown at a child’s head, or accidentally fell on a child, what

would cause the least amount of harm possible? I worked in Cura for Lulzbot to change the specification settings, such as infill density, infill pattern, and wall thickness. I ended up deciding to use 10% infill density, 2.4mm wall thickness and a tri-hexagon infill pattern in order to produce a flexible yet sturdy joint.

I also tested to see if my joint was waterproof and could float (it is and can). I then began to explore altering the form so as not to have hard edges.

33

FIGURE 5.2: Ninjaflex Material Testing.

(Source: Author)

34

FIGURE 5.3: Testing of Floating Abilities.

(Source: Author)

35

SOFTEN

FIGURE 5.4: Development of Form.

(Source: Author)

REVOLVE

CUT

SHEAR

TAPER

SMOOTH

JOIN

EXTEND

ELEMENTS

RULES

2 1/4"

36 55"

NOODLES:

FLEXIBLE ROTATABLE CLAMPS:

JOINERY:

made of foam can bend to fit clamps

made of ninjaflex for flexibility ball-and-socket joint for rotation

ball-and-socket pivot

FIGURE 5.5: Development 7 Analysis.

(Source: Author)

Development 7 In this development, the rules and result are basically the same as before. However, the elements are more “kid-friendly” with their soft edges and hand-like form. The sheared and tapered form allows for better integration into the noodle and a more aesthetically pleasing and ultimately effective form.

At this point, I decided to find some real children to test my toy. In this cognitive testing with two 8-year old boys, I discovered that with the current design,

it is difficult to produce structural stability with flexible noodles. The boys supplemented by utilizing the environment. This led me to consider how to create more stability in order to better enable children to build an inhabitable structure.

37

FIGURE 5.6: Development 7.

(Source: Author)

38

FIGURE 5.7: Cognitive Testing with 8-Year Old Children.

(Source: Author)

39

FIGURE 5.8: Cognitive Testing with 8-Year Old Children.

(Source: Author)

ELEMENTS

RULES

2 1/4"

40

55"

NOODLES:

FLEXIBLE BUNDLING CLAMPS:

JOINERY:

made of foam can bend to fit clamps

made of ninjaflex for flexibility

stationary joinery pivot

FIGURE 5.9: Development 8 Analysis.

(Source: Author)

Development 8 In this iteration I considered how to create more structural stability. I thought about a base piece but did not want to overcomplicate the design. Thus, I decided to create bundling clamps. I saw that combining the noodles in bunches enabled them to act as stronger column and base points. Therefore, this iteration is composed of pool noodles and flexible bundle clamps. The rules are to insert the noodles into the clamps to connect bundles of noodles to-

gether. Children can use these clamps to produce more stability through bundling. The result is the creation of reciprocal frame structures and other structures.

41

FIGURE 5.10: Development 8.

(Source: Author)

ELEMENTS

RULES

2 1/4"

42 55"

NOODLES:

FLEXIBLE LINKING CLAMPS:

JOINERY:

made of foam can bend to fit clamps

made of ninjaflex for flexibility hinge joint for rotation

hinge joint for 2-directional rotation pivot

FIGURE 5.11: Development 9 Analysis.

(Source: Author)

Development 9 At this point, I considered my precedent of The Rise and decided to stop fighting the flexibility of the noodles. Rather, I saw how this flexibility could actually allow for more interesting structures if composed in a branching manner. Thus, this development is composed of pool noodles and flexible linking clamps. The rules are to insert the noodles into the clamps to connect branching noodles together. Children can use these clamps to allow for the resulting

creation of a branching structure.

These clamps allow for the noodles to branch and connect at different angles than the rotatable clamps are able to. Specifically, they can rotate in the x- and y-direction and not just around the z-axis.

With these three different clamps, I saw that children are able to create more varied structures than with one type of clamp alone.

43

FIGURE 5.12: Development 9.

(Source: Author)

44

FIGURE 5.13: Final Prototype Testing.

(Source: Author)

45

Chapter 06 Final Design

47

48

LINK IT. Bend IT. TWIST

FIGURE 6.1: Product Logo.

(Source: Author)

49

IT. BRANCH IT. BUILD IT.

50

FIGURE 6.2: Product Sell.

(Source: Author)

51

52

1

2

3

4

A

B

C

D

Ø.53in

E

F

1 FIGURE 6.3: Technical Drawing of Rotating Clamp.

(Source: Author)

2

3

4

53

5

6

7

8

A

5.08in

B

Ø2.12in

.46in

2.57in

C

A (3:1)

1.27in

Ø.5in

2.21in

D

A

E

Dept.

Technical reference

Created by

Peyton Spangler

Document type

4/28/19

Title

Approved by

Document status

DWG No.

Rotating Clamp

01 Rev.

5

6

7

F

Date of issue

Sheet

8

1/3

54

1

2

3

4

1

2

3

4

A

B

C

D

E

F

FIGURE 6.4: Technical Drawing of Bundling Clamp.

(Source: Author)

55

5

6

7

8

4.78in A

.45in

1.17in B

Ø2.12in

C

2.54in

1.35in

2.21in

D

E

Dept.

Technical reference

Created by

Peyton Spangler

Document type

4/28/19

Title

Approved by

Document status

DWG No.

Bundling Clamp

02 Rev.

5

6

7

F

Date of issue

Sheet

8

2/3

56

1

2

3

4

A

B

C

B D

Ø.8in

E

F

1 FIGURE 6.5: Technical Drawing of Linking Clamp.

(Source: Author)

2

3

4

57

5

6

7

8

A

5.66in

Ø2.12in

B

.53in

2.56in C

B (2:1)

1.27in

B

Ø.25in

Ø.3in

2.21in

D

E

Dept.

Technical reference

Created by

Peyton Spangler

Document type

4/28/19

Title

Approved by

Document status

DWG No.

Linking Clamp

03 Rev.

5

6

7

F

Date of issue

Sheet

8

3/3

LINK IT. Bend IT. TWIST IT. BRANCH IT. BUILD IT.

the

the dle n u b

noodlers offer children the ability to create their own worlds. the flexibility of the system allows kids to think beyond a shelter with four straight walls. the scale of the system encourages kids to work with others and move their whole bodies. the limitless opportunity of the system grows kids’ creativity and problem-solving skills. the playfulness of the system helps kids 5-99 to just have fun!

the

twist

58

link

$14.99

includes 5 twists, 5 links, & 5 bundles! *noodles sold separately

59

FIGURE 6.6: Toy Advertisement and How-To Graphic.

(Source: Author)

60

Acknowledgements Special thanks to my thesis professor, Ehsan Baharlou for all of his help and good humor. Thanks to Jeana Ripple and her three children, Leo, Paul, and Eden for testing my toy. And thanks to my friends and family for putting up with me through every stage of Noodlers™.

61

References “Adventure Playgrounds.” Dattner Architects. Accessed January 25, 2019. https://www.dattner.com/portfolio/playgrounds/.

“BLOOM - A Crowd Sourced Garden / Alisa Andrasek and Jose Sanchez.” ArchDaily, September 5, 2012. http://www.archdaily. com/269012/bloom-a-crowd-sourced-garden-alisa-andrasek-andjose-sanchez/.

“Chidori Furniture by Kengo Kuma and Associates.” Dezeen, November 7, 2011. https://www.dezeen.com/2011/11/07/chidorifurniture-by-kengo-kuma-and-associates/.

“Creative Building Toys for Kids | K’NEX.” Accessed January 25, 2019. https://www.knex.com/.

62

“DDU — Digital Design Unit | 20.000 Blocks Above the Ground.”

Accessed January 25, 2019. http://ddu-research.com/20000-blocksabove-the-ground/.

“Froebel ® Blocks - Educational Toys from the Original Kindergarten.”

Accessed January 25, 2019. http://www.froebelblocks.com/.

“Geodesic Domes | The Buckminster Fuller Institute.” Accessed January 25, 2019. https://www.bfi.org/about-fuller/big-ideas/ geodesic-domes.

“Imagination Playground - Playgrounds for Schools, Museums & Parks - Homepage.” Accessed January 25, 2019. http://www. imaginationplayground.com/.

“KEVA Planks.” KEVA planks. Accessed January 25, 2019. http://www. kevaplanks.com/.

Lange, Alexandra. The Design of Childhood: How the Material World Shapes Independent Kids. New York London Oxford New Dehli Sydney: Bloomsbury Publishing, 2018.

“Magna-Tiles by Valtech | The Original Magnetic Building Toys for Ages 3+!” MagnaTiles®. Accessed January 25, 2019. https://www. magnatiles.com/.

“Noodle Lynx.” (n.d.). Retrieved April 13, 2019, from https://www. swimways.com/noodle-lynx-6-pack/product/6038840 “Plus-Plus USA.” Accessed January 25, 2019. https://www.plus-plus. us/.

Resnick, Mitchel. “Media Lab and the LEGO Group: 30 Years of Collaboration Empowering Children to Be Creative Thinkers.” MIT Media Lab. Accessed January 25, 2019. https://www.media.mit.edu/ articles/media-lab-and-the-lego-group-30-years-of-collaborationempowering-children-to-be-creative-thinkers-2/.

“School Play Equipment.” Accessed January 25, 2019. https://www. tts-international.com/primary/pe/play-equipment/.

Song, P., Fu, C.-W., Goswami, P., Zheng, J., Mitra, N. J., & Cohen-Or, D. (2013). Reciprocal frame structures made easy. ACM Transactions on Graphics, 32(4), 1. https://doi.org/10.1145/2461912.2461915 Sharpe, Deborah. “The Theory of Loose Parts.” Practical Pre-School 2011, no. 129 (October 2011): 11–12. https://doi.org/10.12968/ prps.2011.1.129.11.

Stick-lets. (n.d.). Retrieved February 27, 2019, from https://stick-lets. com/ Tamke, M. (2014, September 26). The Rise (2013). Retrieved April 13, 2019, from http://www.complexmodelling.dk/?p=690 The benefits of toy blocks: The science of construction play. (n.d.).

Retrieved March 25, 2019, from https://www.parentingscience.com/ toy-blocks.html Zometool - The construction set treasured by kids and Nobel Prize winners. (n.d.). Retrieved February 22, 2019, from http://www. zometool.com/

63

Abstract: This project centers upon the creation of a toy that encourages open-ended play.

Open-ended play is defined here as play without a prescribed method of engagement. It is a type of play that is intended to boost creativity. I began with the idea of a simple building block. Studies show that toy blocks can help children with motor skills, spatial reasoning, cognitive flexibility, language skills, a capacity for creative thinking, social competence, and engineering skills.

As a designer, I found the beauty of building block play to be that a single element can simply be repeated many times and then combined into infinite combinations.

This limitless ability led me to further study block play. In analyzing my precedents, I divided them into four categories: basic elements, altered elements, digital elements, and big elements. I studied the joinery systems and how a joint could be embedded in a design as opposed to a separate joinery piece. I also studied how a game can be broken down into three distinct parts: the elements, the rules, and the result. The design of these three parts drove my design making as I sought to create a system for play. I decided to focus in on the size, color, and material for the elements, and the joint and system for the rules. My resulting project is “noodlers”: flexible connector pieces for pool noodles. “noodlers” offer children the ability to create their own worlds. The flexibility of the system allows kids to think beyond a shelter with four straight walls. The scale of the system encourages kids to work with others and move their whole bodies. The limitless opportunity of the system grows kids’ creativity and problem-solving skills. The playfulness of the system helps kids 5-99 to just have fun.