The Power Of Blocks By: Amy Doggett, Jeneil Washburn, & Rhonda Steele.

The Power Of Blocks

By: Amy Doggett, Jeneil Washburn, &

Rhonda Steele

Benefits of Block PlayMath• 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..

• 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 6-7).

(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 post-

assessment findings.• Compile our data and findings.

Block Area Checklist Based on ECERS Guidelines

Type and amount of blocks1) 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 observed-Unit blocks (smaller blocks represent fractions of larger blocks)Large hollow blocksHomemade 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 blocksCircle how many children are able to play in the center with enough blocks to build individual structures-1234 or moreAccessories4) Variety of accessories- toys used to stimulate or expand block play:Circle what accessories are observed-CarsSmall trucksTrainsRoad signsSmall toy animals

Page 2

• 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 & ChecklistWhat 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 ChildrenStages 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.

Develo

pmen

tal C

heckli

st

For P

resc

hool Block

Cente

r

(from

NC Fo

undations f

or

Early

Lear

ning)

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• 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• 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• 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• Children express positive feelings about themselves and confidence in

what they can do.• Children form relationships and interact positively with other children.

Developmental Checklist For Preschool Block Center(from NC Foundations for Early Learning)

• 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• 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• 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 texturesBuilding MatsClipboards/paper/pencilsBooksRulers/Tape MeasuresNotebook with pictures of children’s homes

Blueprints/Blueprints of children’s homesFamily involvement through pictures and blueprints of the children’s homes.

Additions/Changes

Graph paper for

blueprints and planning

Books for

inspiration

Additions/ChangesBuil

ding m

ats

for b

ound

aries

Additions/Changes

Noodles for Building

Bricks for stacking

Block Center with Changes

Introducing New Materials

Children Playing after Changes

• Pictures and textCooperative Play• Pictures and Text

Stage 4 Block Play-Symmetry

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 FamiliesOctober 14, 2013Dear 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 (1st 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, social-emotional 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 @ [email protected]

Sincerely, Rhonda, Amy, & Jeneil

Family Collaboration

Blue prints and photographs of

children’s homes.

Photos of children building in

the block center

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.

SourcesAnsel, 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. TeachingYoung Children, 6(2), 18-20.

Kamii, C., Miyakawa, Y., & Kato, Y. (2004). The developmentof logico-mathematical knowledge in a block-building activity at ages 1-4. Journal of Research in Childhood Education, 19(1), 44-57.