Gears! Gears! Gears! CycleGears

Lower Age: 4
Upper Age: 8
Price: $17.99
Year Added: 2021
CycleGears Model
CycleGears, by Learning Resources, is a motorcycle construction set in the Gears! Gears! Gears! product line for ages 4+. Item may be purchased from product website.

The toy is intended to promote critical thinking and motor skills. Children are able to use the thirty building pieces--consisting of gears, wheels, and axles--to design and build unique devices. Users can also follow the instructions to build three different predetermined designs. 

Users must use problem solving, design, and spatial reasoning skills to construct devices.This gift is perfect for creative children who enjoy tinkering. The kit provides instructions to build three different designs, but children also have the freedom to design from their imaginations. This gift strengthens the user's design skills, problem solving skills, spatial reasoning, and scientific knowledge by illustrating how gears work in a fun and digestible format. Adult guidance may be required as some pieces of the toy can be slightly difficult to dismantle. CycleGears is a great medium for introducing engineering thinking and design principles and how gears work to younger users. Children will also work on their hands-on building and design skills while playing with this toy. The toy is unique, but simple and straightforward to use, and the user will be excited to see the gears of their very only motorcycle turning after completing the build. 

CycleGears is an excellent introduction to many basic aspects of mechanical engineering and design, and its twist on the classic build-your-own car toy model provides an engaging and stimulating gift that will not get boring any time soon.

Framework Categories

Processes of Design (POD)
Engineering Thinking (EThink)

Moore, T.J., Glancy, A.W., Tank, K.M., Kersten, J.A., Smith, K.A., & Stohlmann, M.S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Precollege Engineering Education Research, 4(1), 1-13.