Sign in with Facebook A verification email was sent to Please check your email and click on the verification link to proceed. Enter your email used in your BrickLink profile. A password reset link will be sent to your inbox. We emailed a code to reset your password. Please enter that code: If you haven't received the email, check your junk, spam, or other folders. Enter your new password to sign in: Reset and Sign In 104 cm - 4 y 110 cm - 5 y 116 cm - 6 y 122 cm - 7 y 128 cm - 8 y 134 cm - 9 y 140 cm - 10 y 146 cm - 11 y 152 cm - 12 y 110/116 cm - 5-6 y 122/128 cm - 7-8 y 134/140 cm - 9-10 y 146/152 cm - 11-12 y On this site you will find a wide selection of LEGO® Ninjago®clothes. Ninjago is REBOOTED and is still a very strong theme also in clothes for boys. If you have a son, a younger brother or a nephew who’s wild about LEGO® Ninjago®, then what better than to give him a t-shirt or a pair of pants inspired by the exciting Ninjago universe?
TEO 104 - LEGO® NINJAGO® boys T-shirt TEO 105 - LEGO® NINJAGO® boys T-shirt TEO 314 - LEGO® NINJAGO® boys T-shirt KYLE 301 - LEGO® NINJAGO® boys knit sweater TEO 404 - LEGO® NINJAGO® boys T-shirt SAXTON 303 - LEGO® NINJAGO® boys sweat cardigan SAXTON 302 - LEGO® NINJAGO® boys sweatshirt TEO 308 - LEGO® NINJAGO® boys T-shirt TEO 310 - LEGO® NINJAGO® boys T-shirt TEO 301 - LEGO® NINJAGO® boys T-shirt TEO 302 - LEGO® NINJAGO® boys T-shirt TEO 307 - LEGO® NINJAGO® boys T-shirt TEO 405 - LEGO® NINJAGO® boys polo T-shirt PILOU 306 - LEGO® NINJAGO® boys pants PILOU 303 - LEGO® NINJAGO® boys sweat pants PILOU 308 - LEGO® NINJAGO® boys jogg jeans PILOU 307 - LEGO® NINJAGO® boys jogg-jeans SKEET 709 - LEGO® NINJAGO® boys sweatshirt SKEET 705 - LEGO® NINJAGO® boys fleece cardigan SKEET 801 - NINJAGO® boys sweatshirt SKEET 901 - LEGO® NINJAGO™ boys sweatshirt
SKEET 902 - LEGO® NINJAGO™ boys sweatshirt AYAN 101 - LEGO® NINJAGO® boys socks, 2 pcs/pack SAXTON 102 - LEGO® NINJAGO® boys sweatshirt TEO 102 - NINJAGO™ boys T-shirt TEO 106 - LEGO® NINJAGO® boys T-shirt TEO 103 - LEGO® NINJAGO® boys T-shirt Read more about LEGO Ninjago clothes Find the closest store to your home or office, get directions, store hours, and contact information. You can also add up to 4 preferred stores to your account so you can easily check store stock and checkout faster. Refine your search by selecting these additional services: Best Buy for Business Best Buy Musical Instruments General Electronics Drop Off Trade In Used Electronics Large appliances are on display at this location. Best Buy is Canada's fastest-growing specialty retailer and e-tailer of home theater, electronics, computers, and entertainment products with Geek Squad providing 24 hour support. Add to Preferred Stores
Enter your location for directions Postal Code or Zip Code Add up to 4 Preferred Stores to Your Account and save yourself time and shipping/handling charges by picking up your items in-store. If you have preferred stores, sign in to view them.Too many red bricks!Attention is requested to create new articles from these links. Please remove this message when finished. The Samsonite Corporation makes luggage, with its products ranging from large suitcases to small toiletry bags and briefcases. It was started in Denver, CO, in 1910 by Jesse Shwayder, as the Shwayder Trunk Manufacturing Company. Shwayder named one of his initial cases "Samson", after the Biblical strongman. After the success of the Samsonite luggage, the Shwayder Brothers began marketing all of their products under the Samsonite brand by 1941. It wasn’t until 1965 that the company changed its name to the Samsonite Corporation. Godtfred Kirk Christiansen signed an agreement with King David Shwayder, the son of the founder, and the then-current president of the company .
The result was a 9-year license for exclusive North American distribution rights. Shwayder Brothers began marketing sets under the name LEGO by Samsonite in the US in 1961 and Canada in 1962. Initially, Samsonite manufactured the basic bricks in their existing Stratford, Ontario factory and imported the specialty pieces, such as the trees and HO 1:87 Vehicles, from Billund. The original US retail assortment was not the same as the European assortment but was, at least, marketed similarly: they offered a series of sets, including the large 725 Town-Plan and the 717 Junior Constructor, which was unique to Samsonite, as well as several smaller 700 series “Gift Sets” and a number of Supplementary Sets. In April 1965, Samsonite opened a second plant, a 50,000 ft² facility in Loveland, Colorado, devoted exclusively to LEGO manufacturing and by the mid 1960s Samsonite was marketing an almost completely different assortment than in Europe. A licensing dispute ended the arrangement in the United States in 1972, but Samsonite remained the distributor in Canada until 1986.
A 1955 commercial for LEGO products produced by SamsoniteIt is a busy Friday morning at Harston and Newton Primary school, in a village just south of Cambridge, and three excited five and six‑year‑olds are playing with Lego. But this is no Lego-bucket free-for-all, this is a carefully choreographed attempt to build a lorry.Five-year-old Kaillum is studying a set of instructions intently and guiding his two classmates. "You need four white pieces with four bumps and two red see-through bits with one bump," he tells six-year-old Harry."You're not allowed to look at the instructions, dude" he adds, as Harry leans over to see for himself.This is definitely not playtime. This is Lego therapy in action.Each child has their own job: engineer, supplier or builder. The engineer has the instructions, which must not be shown to the others (hence Kaillum's hard line). The supplier has the pieces, and the builder must put the toy together. The engineer must tell the supplier which pieces to give to the builder and describe to the builder how to put it together without showing them the pictures.
Lego therapy was originally developed in the US by Dr Daniel LeGoff, a paediatric neuropsychologist, in around 1999. It was discovered by accident when two of Dr LeGoff's clients – both eight-year-old boys with Asperger's syndrome, who struggled with social interaction – were found playing excitedly and talking together in the waiting room. This was completely out of character, as previously the boys had shown no interest in either each other or anybody else. But by complete coincidence, both boys had brought Lego creations to their appointments that day and as one was arriving and the other was leaving, they had discovered that they both shared a passion for Lego.Dr LeGoff set up special sessions to allow the two boys to meet and play Lego. This allowed therapists to work with them on improving their social skills. The boys were happy to work together, share, take turns and resolve any conflicts, just so long as they were allowed to build Lego models. Other youngsters visiting Dr LeGoff's clinic expressed an interest in joining the Lego Club sessions and soon seven children were taking part.
An evaluation of Lego Clubs found that taking part in weekly hour-long sessions of Lego therapy led to "significant" and "sustained" improvement in participants' social skills and a decline in "repetitive, stereotyped behaviours". Research comparing it with other interventions concluded that children receiving Lego therapy demonstrated "significantly" more improvement than those in the other group.The format of the sessions – with engineer, supplier and builder – was designed to force children with social difficulties to work together and use complex language to make themselves understood.The idea was brought to Britain by Gina Gomez-de-la-Cuesta, then a prospective PhD student working with Professor Simon Baron-Cohen at Cambridge University's Autism Research Centre. She went to the US, was trained in Lego therapy by Dr Le Goff, and returned to the UK where she set up Lego Clubs. "It has been a cascade effect," Dr Gomez-de-la-Cuesta says. "I have been up to Inverness to train people and they have cascaded it throughout the Highlands and down to Brighton.
Lego Clubs are happening all over but they tend to happen in clusters, as people find out about it by word of mouth."We must be careful not to overegg it. We are not saying this is the next cure for autism but there have now been three or four studies that show encouraging results. In terms of evidence, it is still quite small but it is a small-but-promising evidence base."Dr Gomez-de-la-Cuesta is co-author of a new book, Lego-Based Therapy: How to Build Social Competence Through Lego-Based Clubs for Children with Autism and Related Conditions, which she hopes will help people to set up more clubs."Lego is very appealing to children," she says. "There is not a stigma attached to going to Lego Club, whereas there might be to going to a social-skills club. Children with autism are often not motivated to learn social skills, but by using Lego we can get them to communicate in a fun and naturalistic way."You deal with social difficulties as they arise at the club. It's quite a skill for the facilitator of the group to help the children work through any problems they face.
It's important they learn the skills in a naturalistic way – not by rote."So far, research into the clubs has only focused on children on the autistic spectrum but Dr Gomez-de-la Cuesta believes the therapy could be applied to a much wider range of difficulties, including social and emotional problems and nonverbal learning disorders.The Lego Club was introduced at Harston and Newton Primary as part of a research project set up by Dr Ellie Brett, an educational psychologist in Cambridgeshire who was investigating the use of Lego Clubs in schools (previous studies having only examined the impact of clubs in health clinics). Dr Brett helped set up Lego Clubs in 13 Cambridgeshire primary schools in 2013 as part of her study, which was particularly interested in children's views of the clubs. She says: "The premise was that because children are interested in Lego, they will be motivated to take part in the clubs."In fact, Brett discovered that – while the children enjoyed the clubs and wanted to attend more often – some also found the social dynamics difficult and were often frustrated with other group members, whom they invariably thought were not as good at Lego building as they were.
On the other hand, the earlier clubs in health clinics were usually exclusively for autistic children, while the Cambridgeshire schools used them for mixed groups of pupils. (Although some had been diagnosed with autism and others had social difficulties, some children were chosen to attend simply to improve their confidence and improve the balance of the group.)Whatever the differences, Lisa Murphy, the headteacher at Harston and Newton School since 2006, is delighted with the club's success. She says: "We were looking to support our children who needed help with social skills and that included those who had been identified as having Asperger's when Ellie approached us. We thought it might be useful but it has fulfilled our expectations many times over. I think the proof of its success of it is the fact that we are still running it three years on."The simplicity of it was surprising and I think it is that simplicity which has allowed us to see really strong outcomes. We see children who have been part of the programme reverting to some of the techniques that they have learned at Lego Club – taking turns, joining in activities – and they have been able to generalise these skills into other activities.
There are more and more schools in Cambridgeshire using Lego Clubs now because heads talk when they get together and the message has got around about how helpful it has been."At another school, Houghton Primary, in a village further north in the county, mixed groups of children – including pupils diagnosed as being on the autistic spectrum – are using Lego to improve their social skills. Charlie, Lola and Cameron, all aged eight, agree that they love Lego Club. "It helps us make new friends," Lola says. "And it helps us learn about sharing, talking and listening," says Jo Taggart, the special needs-support worker who runs the clubs. Georgina Young, the headteacher, adds: "This has been very important for developing their social skills and improving their ability to relate to each other."Taggart believes that children are more likely to apply skills that they have learned in Lego Club to other everyday life situations, whereas techniques taught in social-skills lessons tend not to be used elsewhere.
"Often you teach kids about eye contact, for example, in social skills but they don't generalise it. But when they do it in Lego Club you then see them doing it elsewhere."Not that the clubs are all plain sailing. As mentioned above, Brett's research revealed that many children found others difficult to interact with and said they would have preferred to play alone. They told Dr Brett about arguments they had had with other group members in the past and complained that other children were "so annoying" or always "being an idiot".Still, says Dr Brett, that's all part of learning to socialise: "Collaborative play is fundamental to Lego therapy as it is the avenue within which appropriate social interaction is taught, facilitated and practised. Working through disagreements within sessions enables appropriate social skills to be learnt."Not that the children even realise. As Cameron says: "I like Lego Club because you get to make things out of Lego!"'Lego-Based Therapy: How to Build Social Competence Through Lego-based Clubs for Children with Autism and Related Conditions' by Daniel LeGoff, Gina Gomez-de-la-Cuesta, G W Krauss and Simon Baron Cohen is published by Jessica Kingsley Publishers