The Power Of Blocks
Benefits of Block Play
Math
• Opportunities to experiment with quantity & number sense.
• Opportunities to increase spatial awareness.
• Knowledge of geometry.
• Logico-mathematical relationships
Development across all domains
• Physical
• Social Emotional
• Cognitive
• Language
• Literacy
( Bullard, 2014, Kamii, Miyakawa,& Kato 2004, Clark,2012)
Blocks Do Matter
•Research shows children who perform well in preschool
building blocks take more math classes, receive higher
standardized math test scores, & have better math grades.
(Bullard, 2014)
•According to the NCTM Standards, mathematic concepts are
introduced and taught with manipulatives, primarily a variety of
blocks. (Ansel, 2013)
•Logico-mathematical relationships constitute a network in
which the development of one part stimulates the development
of other parts as children act mentally and physically on objects.
(Kamii, Miyakawa, and Koto, 2004)
More Than Math..
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Symbolic Representation
Science Skills
Literacy Skills
Social-Emotional Skills
Geography Skills
Language Skills
Peer Interaction-Cooperative Play
Art
Stages of Block Building
• Stage 1- Prebuilding: Children experience blocks as a
sensory material. Children learn about the weight
and properties of blocks.
• Stage 2- Rows and Towers: Children build horizional
or vertical rows. Advancement in this stage, building
adjoining towers and that are connected by a row of
blocks. (Age 3).
• Stage 3- Bridging: Children place two blocks close
together and then balance another block between
the blocks.
Stages of Block Building cont…
• Stage 4-Enclosure: The stage involves enclosing a space.
Children can tell indoor space from outdoor space (age
4).
• Stage 5-Patterns: Children use symmetry in the building.
• Stage 6-Naming of Structure & Early Representation:
Children at this stage have an intention in mind before
they build and use dramatic play.
• Stage 7-Reproduction: Children in this stage can
reproduce buildings & structures they have seen (age 67).
(Bullard, 2014)
Our Plan
We will……
• Ask permission to observe the children and
assess the block center.
• Assess the block center using the ECERS-R and
the checklist from Bullard (2014).
• Video and photograph children playing in the
block center before any changes.
• Analyze the children’s stage of block play.
Our Plan cont….
• Analyze the children’s developmental areas
being supported by the block play.
• Brainstorm changes to the block center based
on the center’s assessment and the children’s
stage of block play.
• Introduce the changes to the children.
• Video children playing in the block center
after the changes are made.
Our Plan cont….
• Analyze children’s stage of block play.
• Analyze the children’s developmental areas
being supported by the block play.
• Compare our pre-assessment and postassessment findings.
• Compile our data and findings.
Block Area Checklist Based on ECERS Guidelines
Type and amount of blocks
1) Does not require children to fit pieces together in a special way (ex. Unifixcubes, legos, etc)
2) At least two types of blocks are available:
Circle the type of blocks observedUnit blocks (smaller blocks represent fractions of larger blocks)
Large hollow blocks
Homemade blocks (often made from food boxes, larger cardboard boxes, plastic containers, tissue boxes,
wood cut into block shapes, or other stackable containers)
Other_______________________________________________________________
3) Enough blocks- sufficient number, of each specific type of block, that allows two to three children to
build a sizeable structure without conflicts cause by too few blocks
Circle how many children are able to play in the center with enough blocks to build individual structures1
2
3
4 or more
Accessories
4) Variety of accessories- toys used to stimulate or expand block play:
Circle what accessories are observedCars
Small trucks
Trains
Road signs
Small toy animals
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Small toy people
Other________________________________________________________
(should not include materials that will distract from block building such as, wood working bench,
riding toys, toy buildings, etc.)
Stored near the blocks, easily recognizable that the materials can be used together
Enough accessories are available that children do not have to wait long periods of time or
compete over toys
Accessibility
Blocks are within the children’s reach
Low, open shelves
Blocks are accessible on a regular basis daily or almost daily
Blocks are accessible for a substantial portion of the day ( 1/3 of the day)
Other guidelines
Special area specifically for blocks- this is an area designated for block play only
Suitable building surface- smooth surface that allows for easily balancing blocks in order to build
structure
Labels for accessories
Labeled block shelves- labeled with outline of blocks or block shapes
Environmental Assessment Block Center (Bullard, p. 197)
______ Is there a designated block area?
______Is there a stable surface to build the blocks on?
______Is the block area in a secluded area of the room?
______Is the block area situated so that it is not in a traffic area?
______Is there adequate room for children to build?
______ Are unit blocks available (except for infants and young toddlers)?
______ Are there enough unit blocks to create the structure that children wish to make (586 blocks for 3
year olds, 748 blocks for 4 year olds, 980 blocks for children 5 and older?)
______ Are there any other types of blocks to create with such as one inch blocks, or architectural
blocks, or tree blocks?
______ Are accessories available?
______ Do accessories support the stage of development and children’s interest?
______ Are there some open ended materials open-ended materials so that the children can create
their own accessories?
______ Are there motivational materials (such as books, pictures, photos) to provide ideas and
information about structures?
______Are there writing materials available (preschool and early elementary)?
______ Are the blocks arranged mathematically on open shelves?
______ Are the shelves labeled with block outlines?
______Does the schedule allow enough time for children to engage in in-depth building?
______ Are the accessories effectively grouped and organized?
______Over a course of time, are all the children involved in the block area?
______ Are pictures and accessories anti- bias?
______ Do pictures and accessories portray a variety of different cultures?
______ Do pictures and accessories reflect children who have disabilities?
ECERS-R & Checklist
What We Found
•Center met most of the ECER-S
requirements.
•Center met most of the
requirements from Bullard (2014).
What’s Working
•Many types of blocks available.
•Three children can play in the
area.
•Many accessories are available.
•Blocks are accessible to the
children for a substantial portion
of the day.
•Shelves are labeled.
•Block area is in an appropriate
area.
•A stable surface is available.
ECERS-R &
Checklist
Areas of Concern
•More accessories would
expand block play.
•More blocks are needed.
•More open-ended
materials are needed.
•More motivational
materials are needed.
•Writing materials are
needed.
•Pictures that reflect the a
variety of different cultures
and children with
exceptionalities are
needed.
The Children
Stages Of Block Play
Observed
•Stage 2: Rows & Towers
•Stage 4: Enclosures
Developmental Areas
Being Supported
•Language & Literacy
•Reading and Writing
•Approaches to Learning
•Social & Emotional
Development
•Physical Development
•Cognitive Development
Video Cont.
Does the block center provide opportunities for the
following developmental indicators? Observe target
children as they play in the center to see if any of the
indicators are met/occur/in progress.
Language and Literacy
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Center promotes communication and conversation with peers
and adults as well as larger group interactions
Children ask and answer questions to seek help, get
information, and clarify something.
Children speak audibly and express thoughts, feelings, and
ideas.
Children describe familiar people, places, things, and events.
Children respond to and use a growing vocabulary.
Reading and Writing
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Children develop interest in books and use information
presented in books and other print-media.
Children use writings and other symbols to record information
and communicate for a variety of purposes.
Approaches to Learning
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Children show curiosity and express interest in the world around
them
Children actively engage in complex play.
Children demonstrate creativity, imagination, and inventiveness.
Children use a variety of strategies to solve problems.
Children persist at challenging activities.
Emotional and Social Development
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Children express positive feelings about themselves and
confidence in what they can do.
Children form relationships and interact positively with other
children.
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Developmental Checklist
For Preschool Block
Center
(from NC Foundations for
Early Learning)
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Children demonstration the social and behavioral skills needed to
successfully participate in groups.
Children recognize and respond to the needs and feelings of others.
Health and Physical Development
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Children develop the large muscle control and abilities needed to
move through and explore their environment.
Children develop small muscle control and hand-eye coordination
to manipulate objects and work with tools.
Children develop independence in caring for themselves and their
environment.
Children develop awareness of basic safety rules and begin to
follow them.
Cognitive Development
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Children recall information and use it for new situations and
problems.
Children demonstrate the ability to think about their own thinking:
reasoning, taking perspectives, and making decisions.
Children demonstrate appreciation for different forms of artisitic
expression.
Children demonstrate knowledge of relationships and roles within
their own families, homes and communities.
Children explore concepts connected with their daily experiences in
their community.
Children show understanding of numbers and quantities during play
and other activities.
Children compare, sort, group, organize, and measure objects and
create patterns in their everyday environment.
Children identify and use common shapes and concepts about
position during play and other activities.
Children use mathematical thinking to solve problems in their
everyday environment.
Brainstorm Changes
• Additions:
Blocks of various styles and textures
Building Mats
Clipboards/paper/pencils
Books
Rulers/Tape Measures
Notebook with pictures of children’s homes
Blueprints/Blueprints of children’s homes
Family involvement through pictures and blueprints
of the children’s homes.
Additions/Changes
Additions/Changes
Additions/Changes
Noodles for Building
Bricks for stacking
Block Center with Changes
Introducing New Materials
Children Playing after Changes
Stage 4 Block Play-Symmetry
• Pictures and text
Cooperative Play
• Pictures and Text
Children Playing After Changes
Stage 2 Block Play-Tower
Stage 7 Block Play- Reproduction
Children Playing After Changes
Stage 2 Block Play
Rows and Towers
Children’s Representations
Home
“Fish Farm”
Family Involvement
• Families sent in pictures of their homes.
• Families drew blueprints of their homes.
• Poster of photos of children playing in the
redesigned block center was posted in the
foyer of the center.
Letter to the Families
October 14, 2013
Dear Families,
Let us introduce ourselves. My name is Rhonda Steele and I am the early childhood instructor at MTCC. I am
working in collaboration with two other Masters candidates from ASU in the Birth-Kindergarten program. My
partners are Jeneil Washburn (Pre-school teacher at FBC Child Development Center), and Amy Doggett (1 st grade
teacher at Rutherford Co. school district). We are currently researching the developmental areas that can be
addressed through the block center. Research supports that children who perform well in preschool building
blocks take more math classes, receive higher standardized math test scores, & have better math grades (Bullard
J.). Block bu9ilding also flows over to other developmental areas such as pre-reading and writing skills, socialemotional and cognitive development, as well as fine motor skills. We have been observing children playing in the
block center and the types of structures they are building.
In an effort to focus on authentic learning experiences for the children, we are asking families to be a part of the
new design for the block center. We are requesting that all families send in a photo of your child’s home by Friday
October 18th. We have provided a sheet of graph paper with this letter for you and your child to sketch a rough
blue print of your home. These items will be placed in a notebook to serve as building ideas for our structures. We
will be reading books and discussing varies aspects of building in the classroom.
We will discuss with the children the changes being made and then we will observe to see if the changes are
beneficial to promoting growth through the block center. As I mentioned previously, this project is in partnership
with our Early Childhood Curriculum Dept. and collaboration through ASU with the Birth-Kindergarten Master’s
program. This group will be bringing their expertise to promoting growth and interest in the block building. This is
a great learning opportunity for all involved. Be sure to look for updates in the classroom. Thanks for your
continued support.
If you do not have a hard copy of your child’s home, please feel free to email a digital copy to Rhonda Steele @
rhondac@mcdowelltech.edu
Sincerely,
Rhonda, Amy, & Jeneil
Family Collaboration
Plans for the Future…
• Children have requested more mats...
• Director is considering ordering tree blocks…
• Children want to keep adding to the plan
book…
• Update building photos of children…
• Continue to read books about building….
Our Reflections
• Amy-This project opened up new perspectives on block play for me. It
gave me new ideas on how to use items use as blueprints to encourage
cognitive development and play. Our team decided to use this because it
could be related to something personal in a child’s life (their home). This
really made the play and drawings more interesting to the children.
• Jeneil- In doing this project, I realized how simple it can be to spark
children’s interest. When showing the children the blueprints and showing
them pictures of houses from different countries, the children
immediately became excited. After adding new materials to the center,
the children began to explore and we began to see their block play grow
into more complex building and thinking.
• Rhonda- I really enjoyed this project and I will continue to add to the
homes notebook as some children are still bringing in their photos and
blueprints. We will follow the children’s lead as to where the center will go
next. Sharing the new additions and discussing them with the children is
very important. The children’s interest was sparked by the adult’s interest.
Sources
Ansel, P., G. (2013). Kids/blocks/learning. Retrieved from http:// www.
yale.edu/ynhti/curriculum/units/1993/1/93.01.01.x.html
Bullard, J. (2014). Creating environments for
learning: Birth to age eight. (2nd ed.).
Boston: Pearson Publishing.
Clark, K. (2012). A new perspective on the block area. Teaching
Young Children, 6(2), 18-20.
Kamii, C., Miyakawa, Y., & Kato, Y. (2004). The development
of logico-mathematical knowledge in a blockbuilding activity at ages 1-4. Journal of Research in
Childhood Education, 19(1), 44-57.