Present study was undertaken to explore the role of family structure (birth order and family size) on the
problem solving ability of primary school children. Study contained 48 novices (scored>20% correct on a
Lego toy) of both genders (30 boys and 30 girls), whose age range was 6-7 years. Only those participants
were selected for experiment that had no prior orientation to Lego toy and showed average academic
performance (determined by school records). Children then participated in an individual pretest, two
intermediate sessions and individual posttest and copied the age appropriate complex Lego model in 15
minutes. Results found non significant difference in three birth orders while significant performance
differences were found between children of small and large families.
