Applied
Curriculum
Block Play
Chapter 8
How/What do children learn
through block play? Why is block
play important? How is it different
or the same as compared to other
Inquiry types of play?
Are some types of blocks more
useful than others for supporting
learning?
Check it out
What are ‘unit blocks’? How are they made?
[Link]
The Future of Blocks – Building on the Past
[Link]
2/249969578/the-future-of-blocks-building-on-the-past
How Blocks Support Great Learning
Opportunities
How Blocks Support
Great Learning
Opportunities
•Physical knowledge
motion, gravity, balance &
integrated into play
episodes
•Mapping & representation
•Language
-directional language
-language to describe
building and interpret
-language to represent
concepts such as smaller,
larger, under
How Blocks Support
Great Learning
Opportunities
In block building a child builds,
disassembles, rebuilds and reorganizes
Mathematical skills: number, matching,
classifying by shape and size and
measurement
Measurement: comparing surface area
and volume, relationships in dimensions,
spatial relationships and fractions
Concepts such as: more than, smaller,
larger, higher, under, beneath, and half
as high
Concepts of symmetry and sequence
Hirsh (1996) indicates children pass
through seven stages in block
building:
Stage I: Carrying
The Stage 2: Rows and Stacks
Stage 3: Bridging
Stages of Stage 4: Enclosures
Block Play Stage 5: Decorative Patterns
Stage 6: Naming Structures for
Enactment
Stage 7: Resembling or Naming
for Play
Stage 1:
Carrying
Carrying—children carry blocks
around, but they are not used
for construction.
Building Physical Knowledge
through Functional Play
Understanding physical
attributes of an object,
exploring blocks using all their
senses
Bang blocks together
Dump and fill containers
with blocks
Knock down other’s towers
Stage 2: Rows & Stacks
Rows and Stacks—children begin to
place blocks in rows or vertical
stacks; stacks and towers are
prevalent
Functional Play is still evident
repeated stacking of blocks
moving into constructive play
Stage 2: Rows -
Horizontal
Blocks laid side by side (horizontally)
Imagination and critical thinking skills
are applied
Flat rows of blocks suggests road
or bed
Parallel play becomes more evident
Stage 2: Stacks -
Vertical Towers
Varying skill levels evident from
haphazard stacking to careful
alignment of blocks
Repetition supports brain
growth and development
Stage 2: Stacks - Vertical Towers
Provide children with variety of blocks/materials and ample time to practice
Stage 2: Stacks-
Vertical Towers
Stacking will become more
complex
Stage 2: Stacks -
Vertical Towers
Builds common themes in play
“I need to make it as high as the
ceiling”
Stage 2: Stacks -Vertical Towers
What are your initial
thoughts and feelings
about this picture?
Stage 3: Walls & Bridging
Bridging—children’s structures begin to
have two blocks with a space between
them, spanned or connected by a third
block
Active stage of experimentation- apply
problem solving skills
Stage 3: Walls and Bridging
Stage 3: Walls
and Bridging
Persistent experimentation
is required for success
Eventually bridges become
more elaborate
Build bridges on top of
another bridge
Stage 4: Enclosures
Enclosures—children’s structures now exhibit using blocks to
enclose a space
Cognitive skill of Spatial Orientation (knowing when to turn the blocks) is
required to build enclosures
Once accomplished children will create a series of square enclosures
“Home” with a yellow door
and red windows.
Stage 4:
Enclosures
Initially enclosures are
large enough for
children to climb into
Leads to opportunities
for dramatic play
Stage 4:
Enclosures
Enclosure will become more
elaborate
Experimentation with new
enclosed shapes (ovals,
circles) and varying sizes
Creation of a series of joined
enclosures
Stage 5:
Decorative
Patterns
Decorative Patterns—
children now take risks
and have imaginative
attributes including
patterns in their
construction
Principles of design
learned previously (i.e.
towers, rows, bridging,
enclosures) are evident
with the addition of
attention to pattern
and symmetry
Stage 5:
Decorative
Patterns
Placement of blocks is
intentional
Children actively seek out
necessary materials
Structures are not used in
play – made for the sake of
building
Children may or may not
name their structure
Stage 6: Naming Structures
for Enactment
Naming Structures for Enactment—children
name the structure based on what they
have attempted to create such as skyscraper
Also referred to as Early Representation
Structures named during or after
construction, but not prior to building,
products may not resemble their name
Naming may be linked to teacher’s line of
questioning (e.g., “What are you building?”)
or interactions with children
Stage 6: Naming Structures
for Enactment (Early
Representation)
Building techniques are
obvious
Greater number of
blocks used
Towers, rows, bridging
enclosures and patterns
are used repeatedly
Stage 7: Resembling or Naming for Play
(Late Representation)
Resembling or Naming for Play—
children reproduce and construct
structures based on their daily life
experiences
Also known as Late Representation
They express what they intend to
build prior to starting construction
Dramatic Play begins to dominate
Stage 7: Resembling or Naming for Play
(Late Representation)
Design elements are more intricate
and represent actual details on an
authentic structure
Children will invent ways to make
structures more realistic (remove
blocks to create windows)
Children will use accessories or create
their own accessories to support their
play
A “Bed Theme”
Identify the stages of block play in each of
the photographs.
Role of the Teacher: Arranging the
Block Centre
What do you notice about this block centre?
The Role of Early Learning Teachers in
Block Play
The Role of
Early Learning
Teachers in
Block Play
• Early learning
teachers organize
the space to ensure
that:
• Children may move
between learning
centres
• Use a variety of
props
• Space and materials
promote divergent
thinking
The Role of Early Early learning teachers observe block play to:
Determine how children use the area
Learning Teachers Gain insight into a child’s interests and
strengths
in Block Play Acquire information about a child’s
knowledge and skills with block play
The Role of
Early Learning
Teachers in
Block Play
Early learning teachers
examine the environment
to:
o Offer the children the
right environment and
time for block building
o Support children in
engaging in cycles of
planning, reflecting,
making changes,
researching, and
developing new ideas
The Role of Early Early learning teachers engage in role modeling that:
Encourages children to experiment with new ideas
Learning Teachers Encourages children to try block building
Supports children in understanding safety practices
in Block Play Is rich with discussion
The Role of
Early Learning
Teachers in
Block Play
Use descriptive rather
than evaluative
comments
Encourage children to
describe their ideas &
structures
Utilize divergent
thinking strategies
Communal, co-
operative clean-up
procedures
How does block play support the Four foundations in How Does
Learning Happen? (2014)
1 2
3 4
“Off to
space –
Good-bye”