Chapter 8

Blocks and
Child’s Play
“­ The freest child is the child who is most interested in what he is doing, and at whose
hand are the materials for his work or play.”
—CAROLINE PRATT (1867–1954)

­Learning Objectives

After exploring this chapter, you should be able to:

8.1 Discuss ways in which block play might be defined.
8.2 Discuss the historical perspectives of block play.
8.3 Outline the typical stages of block play.
8.4 Explain the three broad categories of blocks and how children
typically use them.
8.5 Discuss how loose parts and accessories support children’s block play.
8.6 Identify how blocks support great learning opportunities for children.
8.7 Discuss the role of early learning students and teachers in block play.

Sharing Stories of Practice

Eight years ago, I graduated from an early childhood educa- Over these years of working with children, I have learned that
tion program at a local college. During my studies I had terrific blocks are a versatile medium that may be used by infants, tod-
field placements that provided me with insight into how theory dlers, preschool, and school-aged children. I have also learned
translates to practice. As I participated in the field placements, that children benefit from having time, space, and unique materials
I became interested in the block area. I always seemed to to support their expansion of ideas. They also require opportunities
gravitate to that area, so naturally so I began observing the to maintain their structures so they may work on them over time—
children there. Soon I gained confidence to ask children ques- perhaps adding to them, reconfiguring them, or deconstructing
tions about their structures. I completed many observations the structures so they may rebuild to reflect new ideas. As an
and took photos of children and their structures. Then I used early learning teacher, I have a responsibility to thoroughly review
a video camera to further document the structures that the and reflect upon how children use the materials and to visualize
children were making. Like many of the children, I became with them . . . what do you see . . . what will happen . . . or I wonder
hooked on block play. I believe that because of my interest about . . . or if you do this . . . what do you think may happen?
and enthusiasm for this play, I invested time and listened to My advice to early learning students and teachers who are
the children as they created and recreated with the blocks. just beginning their careers is to develop areas of passion and
As I learned from the children, I was better able to add new, share that passion and enthusiasm with the children, because
innovative materials, such as large planks, cedar blocks, and your passion will become positively contagious. When this
flexible and rigid pipes of various dimensions to the play space occurs, there is no predicting what the children are capable of
in an effort to deepen their play. I was always intrigued to see doing with their blocks and support materials.
what the children would do with the new materials and how
they would extend their sense of exploration and learning. Avril, ECE graduate, 2013

252
 Chapter 8 Blocks and Child’s Play 253

Chapter Preview
Many early learning programs have blocks within the indoor and outdoor spaces.
However, as identified by Tepylo, Moss & Stephenson (2015), if blocks are available,
they are often located in out-of-the-way places, such as in corners or areas with limited
light. In some centres, blocks may not be present due in part to the perception that
blocks must be from commercial suppliers, the associated cost, and the trend to make
the spaces look more like school classrooms (Hansel, 2015).
Blocks are one of the simplest yet most important play materials that we
can offer children as shown in Photo 8.1. The play value in blocks contributes to
children’s whole development. Block play contributes to children gaining many
skills and knowledge in science, math, and problem-solving skills, all of which
set the foundation for later academic studies. For some children, block play leads
them to engage in careers such as architecture, engineering, construction, and
design.
Let’s keep thinking about block play. What do children gain from these materials?
Think about the possibilities for learning inherent in block play. We offer five possibili-
ties. What do you think they are? The answers are dsicussed below.
Block Play Possibilities—One
Enhances children’s understanding of patterning, objects, forms, systems, and
designs
Block Play Possibilities—Two
Allows children to recreate the world around them
­Block Play Possibilities—Three
Photo 8.1 Group block play
Supports children in having a free flow of cre-
ativity in terms of using their imagination to
design, construct, recreate, and expand their
creations
Block Play Possibilities—Four
Contributes to children developing many skills,
including sorting, grouping, comparing, arrang-
ing, making decisions, cooperating and role playing
(Koralek, 2015)
Block Play Possibilities—Five
Expands children’s understanding of social com-
munication, literacy, physical science, language,
art, mathematics, creativity, and problem-solving
techniques (Hansel, 2015)
In early learning programs where blocks are
available, many early learning students and teach-
ers may not fully be familiar with the value that
they contribute to children’s development (Hansel,
2015; Luckenbill & Schallock, 2015; Tepylo et al.,
2015). There continue to be early learning pro-
grams that provide children with worksheets
or other academic tasks to “teach” children
math, literacy, or social studies concepts (Sobel
& Larimore, 2016) rather than providing con-
crete materials such as blocks. Paper-and-pencil
tasks are not considered appropriate or effective
because preschool and kindergarten aged children
254 Chapter 8 Blocks and Child’s Play

Photo 8.2 Outdoor play with blocks

are in the preoperational or concrete-­operational stage of cognitive development.

Children learn best when they are exposed to ­hands-on, experiential learning, and
free-flowing materials such as blocks (Christenson & James, 2015). Children who
are provided with blocks and block-building experiences gain skills and concepts
more quickly and with more enthusiasm for learning than if they are required to do
so in a structured, “teacher-led” process (Ramani et al., 2014). Blocks also “develop
children’s social, literacy, physical science, language, art, mathematical, motor, and
problem-solving abilities” (Saracho, 2021, p. 330). Children require access to blocks
in both the indoor and the outdoor environments. In Photo 8.2 blocks are used
outdoors. Both indoor and outdoor spaces offer unique opportunities for creative
experimentation.
Blocks are considered essential materials for young children. “As play mate-
rials, blocks are flexible and can be used in a variety of ways” (Saracho, 2021,
p. 331). To enhance children’s experiences with blocks, they should be offered in
both of the indoor and outdoor environments. Each setting offers children unique
and different types of problem-solving techniques that are needed to execute
block play. For example, using blocks outdoors invites children to experiment
with building materials and natural items such as crates, rocks, logs, sticks, and
bricks that aren’t easily negotiated indoors. The structures that children create
may be longer and wider, and accessories such as ride-on toys and the natural
environment may be integrated into the structures. School-aged children, when
given the opportunity, expand their block building to include a variety of elabo-
rate structures.
In this chapter, you will discover how block play provides children with the oppor-
tunity to develop a variety of skills and abilities that are transferable to other learning
domains. Below, we have identified some words in our block play mind map. These
words indicate ways in which block play supports children’s development. Look at
the words included. Do any words come to mind that you do not see? These additional
words represent the intuitive nature of mind maps. Other possible words to include in
a mind map about play will be displayed on the next page Figure 8.1.
 Chapter 8 Blocks and Child’s Play 255

Figure 8.1 Block play mind map

BLOCK PLAY
ART and DESIGN MATH

PRETEND LANGUAGE

FINE/GROSS MOTOR SCIENCE

What other words could be included?

Symbolic representation, Problem solving, Discovery, Collaboration

Defining Block Play

Many perspectives are used to define block play. For example, Cohen and Uhry (2007)
defined block play as “any time a child manipulates proportional wooden [or related
product material] blocks, using actions and/or language to represent realistic or
imaginary experiences” (p. 302). Saracho (2021) defined blocks as “undecorated pieces
of wood whose primary purpose is to build” (p. 33). Meanwhile, Ness and Farenga
(2016) suggested, from an analytical framework, that the terms blocks and block play
are too generic and lack clarity and specificity. They determined that block play be
redefined as “visual-spatial construction play objects” (p. 202). They maintained that
­visual-spatial construction objects include blocks such as standard wood, plastic, and
foam blocks; bricks; and planks. Although these definitions vary considerably, the
common themes are that blocks are used for construction and are necessary in chil-
dren’s play environments.

The Historical Perspective of Blocks

Beginning in the 1700s
Children and blocks are not a new phenomenon and have been long associated with
having multiple attributes that contribute to the holistic development of children
(Manning, 2018). Sir Hugh Plat, an English writer wrote of the block idea in a 1594
book of inventions titled The Jewell House of Art and Nature (Smith, 2017). Block build-
ing appears to have further evolved simultaneously with the movement toward estab-
lishing a child-centred culture in the late 1700s. Philosophers and educators, such as
John Locke, recognized the importance of young children having materials that would
support them in using their imaginations and creative abilities (Provenzo & Brett,
1983; Saracho, 2021).

JOHN LOCKE (1632–1704) Locke was an English philosopher. He recommended

using alphabet blocks for play and learning, and helped to popularize them. He
believed that when children played with items that had numbers or letters on them,
the learning would become a sport to the children. Locke was not the originator of the
concept of using blocks for play.
256 Chapter 8 Blocks and Child’s Play

The Eighteenth and Nineteenth Centuries

FRIEDRICH FROEBEL (1782–1852) Froebel introduced the first systematic use of
blocks as part of children’s early learning experiences. He believed that blocks were
an educational material that would lead children to increase their understanding of
the world. As part of Froebel’s block system, he created “gifts” known as the wooden
sphere, a cube, and a cylinder. He ensured that the sphere, with its rounded sides, was
opposite to the cube. The cylinder had the roundness of the sphere and the clearly
defined edges of the cube. According to Provenzo & Brett (1983), Froebel described the
use of building blocks using the “gifts” in the following way:

The material for building in the beginning should consist of a number of wooden
blocks whose base is always one inch square and whose length varies from one
to twelve inches. If, then, we take twelve pieces of each length, two sets—e.g., the
pieces one and eleven, the pieces two and ten inches long, etc.—will always make
up a layer an inch thick and covering one foot of square surface; so that all the pieces,
together with a few larger pieces, occupy a space of somewhat more than half a cubic
foot. It is best to keep these in a box that has exactly these dimensions; such a box
may be used in many ways in instruction, as will appear in the progress of a [child’s]
development. (p. 12)

Froebel suggested that blocks were foundational materials needed to support

children in acquiring the skills to distinguish, name, and classify (Wright, 1957).
He designed a block system consisting of four specific cubes. Each of the cubes
contributed to children being able to build complicated structures that supported
their creativity while advancing their knowledge about classification, balance,
and related architectural, scientific, and mathematical principles. For example, the
cube (known as the third of eight gifts) was divided equally down the middle.
This allowed children, through their play, to engage with the blocks having eight
equal parts, which would lead them to discover the principles of size and the inter-
nal and external characteristics of cubes. The next cube in the series (known as
the fourth gift) is split four times, which allows children to have oblong bricks or
blocks. The next cube (known as the fifth gift) consists of 27 cubes. These cubes can
be subdivided into half and quarter triangle forms. The sixth cube (known as the
sixth gift) consists of 27 oblong blocks, 3 divided lengthwise and 6 divided across
(Provenzo & Brett, 1983).
Froebel is considered the father of the kindergarten movement which spread to
North America in the 1850s. Over time, kindergarten became part of the school sys-
tem and using blocks evolved to be an important part of children’s play experiences
(Saracho, 2021).

Late Nineteenth-Century Block Systems

In the late nineteenth century, blocks became a popular building material for children.
AD Richter & Co created a number of systems. Photo 8.3 shows a newspaper adver-
tisement for “Anchor” State Building Blocks, that appeared in The Ladies’ World pub-
lication in 1888. Take a close look. What can you learn about the history of blocks?

RICHTER BUILDING BLOCKS As society moved to understand and accept the

importance of play, using blocks became a significant component of childhood.
The Richter Building Block systems were created out of wood, cardboard, and
related materials. Many of these initial block systems, such as the nesting blocks
and alphabet blocks, remain prevalent today. The nesting blocks continue to sup-
port children in classifying colours and sizes and concepts such as large, larger,
largest, small, smaller, and smallest. These block systems are designed to be intro-
duced to infants and toddlers as part of their play and become more sophisticated
for older children.
 Chapter 8 Blocks and Child’s Play 257

Photo 8.3 Richter “Anchor” Stone Building Blocks

The Twentieth Century

PATTY SMITH HILL (1868–1946) Patty Smith Hill was influenced by the progressive
education movement. She was a kindergarten reformer who wanted to replace the
prescribed methods of Froebel’s system with blocks designed to give children more
freedom to experiment and discover in their block play. The Patty Hill blocks were
intended to be used on the floor. She believed this would encourage children to play
cooperatively. The floor blocks that Hill designed are no longer used but her legacy
lives on through other types of blocks (Liebovich, 2020).

MARIA MONTESSORI (1870–1952) During the twentieth century, there was a societal
development that focused on the development of programs that supported the academic
and play attributes of young children. Maria Montessori, a medical doctor and Italian
educator, recognized that block play was an important component of educational pro-
grams for young children. Montessori believed that children needed to be exposed to a
series of didactic materials. She suggested that these materials helped children develop
their inner self. When children are comfortable with their inner self, they have increased
skills and abilities to observe their world, make decisions about their world, and express
their thought processes in a variety of ways. Their concentration skills and attention regu-
lation can be further enhanced through the ideation and creation process.
Like Froebel, Montessori created a set of structured block materials that graduated
from simple to more complex. The pink tower, consisting of ten pink wooden cubes,
was designed to be sequenced from 10 centimetres to 1 centimetre. As part of their
learning, children were guided to examine each of the cubes and then place them from
largest to smallest, or in descending order, to create a tower.
Another popular Montessori block apparatus is the brown stairs. These ten oblong
blocks provide children with the opportunity to examine the blocks and position them
258 Chapter 8 Blocks and Child’s Play

from thickest to thinnest, or by ascending or descending order. The objective is to con-

struct them to resemble a set of stairs. The colour rods add to the block construction appa-
ratus that is prevalent in an environment following Montessori principles. These are
graduated oblong rods that are intended to be placed in ascending order by children.
Montessori apparatus is designed for children to achieve specific learning outcomes.
The defined outcomes are intended to support children in gaining knowledge and skills
that are fundamental constructs of math, science, engineering, and literacy.

CAROLINE PRATT (1867–1954) Caroline Pratt, an American educator during the late
1800s, is known for her philosophical orientation of learning from the children (Pratt,
1948). Pratt contributed to early childhood education in her roles as a kindergarten
teacher, a researcher, a settlement worker, a socialist, an author of many articles, and
the Principal of City and Country School (Staring, 2018). During her lifetime, Pratt
received woodwork training in Sweden (Saracho, 2021). In 1908, Pratt began producing
wooden dolls and toys, and became well known for the blocks she designed (Staring,
2018). Pratt identified the importance of block play during the early years, suggesting
that “a child playing on his nursery floor, constructing an entire railroad system out of
blocks and odd boxes he had salvaged from the wastepaper basket, taught me that the
play impulse in children is a work impulse” (Provenzo & Brett, 1983, p. 27). Children
flourish in environments that provide materials that encourage them to design their
play experiences based on their imaginations and wonderments. Caroline Pratt made
one of the most significant contributions to children’s play when she created unit
blocks. They consist of a set of hardwood, natural blocks that are in proportions of 1:2:4,
that is, half as high as they are wide and twice as long as they are wide.
Flexible, open-ended materials that have multiple uses position children to engage
in play that does not require adult intervention. Children require blocks that include a
variety of sizes, pillars, wheels, and rods because the different shapes and dimensions
provide children with unlimited play opportunities. For example, a simple oblong block
becomes the foundation for a house, a slide in the park, a race car, and so on. Look closely
at Photo 8.4, which shows a modern-day set of wooden blocks inspired by Pratt’s original
creation. The school that Caroline Pratt founded is still in existence in New York City.

Photo 8.4 Unit blocks

 Chapter 8 Blocks and Child’s Play 259

BLOCKS INFLUENCE ADULTHOOD Blocks have been used by children for more than
two centuries. The recognition that blocks have significant play value because of how they
influence an array of learning experiences has contributed to why they are an important
component of early learning and childcare programs. Block play helps children learn about
basic materials, the purpose of things, the process of ideation, the use of imagination, and
the rules that govern social interaction. Adults treat objects and spatial relations in similar
ways to block building” (Saracho, 2021, p. 331) How might block play influence a child’s
adult life? Use your reflective journal to consider this question. There are two famous
examples of blocks influencing adulthood featured below. Learn more about the life of the
famous scientist and the life of the famous architect to reflect on the value of block play.
Albert Einstein
Albert Einstein would become one of the world’s most renowned scientists. As a child,
he was fascinated with building blocks. Block play contributed to him becoming a
mature thinker. He explained that he developed the theory of relativity by asking
questions of time and space, like a child (Saracho, 2021).
Frank Lloyd Wright
Block play also had an impact on the American architect. Wright (1951) described a
time in his childhood when he discovered Froebel’s “gifts” and became fascinated
with constructive patterning (Saracho, 2021).

BLOCKS FOR CONSTRUCTIVE PLAY According to Park (2019), constructive play to

create things involves manipulation of materials such as art materials (paint, large chalks,
clay, paper), water, woodwork activities, sticks and stones, and a variety of different sizes
and different types of blocks. The organized nature of constructive play involves chil-
dren having an idea, setting goals, and creating or building something. Constructive play
is open-ended exploration that gradually becomes more functional. It evolves to make-
believe transformations. Children often switch back and forth between constructive and
dramatic play, and it can be difficult to distinguish between the two forms of play.
Blocks as constructive play materials as illustrated in Photo 8.5, can be considered
based on the following qualities (Park, 2019).

Duration of play time

The time children spend participating in constructive block play.
Diversity
The number of different constructions and ideas expressed in one play episode.
Organization/Relationship
The organization and relationship between the theme of the design and the construction.
Elaboration
The degree of elaboration in the structures and the types of the materials that have
been combined to execute the structure.
Imagination
The degree of imagination in the construction of the block structures.
Concentration
The degree of concentration displayed during the planning for and in the construction
of the block structures.
Variety
The number and kinds of blocks and other materials used in the constructive play.

Stages of Block Play

There have been several studies conducted that suggest children progress through
sequential stages in their block play. For example, Gesell (1940) examined how
young children play with blocks in relation to maturational timetables. His findings
260 Chapter 8 Blocks and Child’s Play

Photo 8.5 Transforming play with blocks

suggested that infants and toddlers to approximately 18 months of age use a block
as a single unit rather than for constructing anything. As children move toward the
24-month-old range, they begin to place blocks in a row and make simple towers.
Three-year-olds experiment with vertical and horizontal construction. Four-year-olds
engage in more sophisticated construction, using a two-dimensional approach. As
children gain more information on architectural, mathematical, and scientific prin-
ciples, their constructions exhibit further intricacies. This is particularly evident in
school-aged children’s construction. This age group increases the level of detail in
the structures and the types of secondary materials integrated into the structures.
Children who have diverse experiential and learning processes or who have not had
access to blocks might use blocks in different ways that do not necessarily match the
developmental stages or progress as outlined.
The complexity of children’s block play increases as they gain more experience
with the materials (Hansel, 2015). Block play supports children in incorporating both
spatial relationships and symbolism into their representations (Nath & Szücs, 2014).
Forty years ago, Reifel and Greenfield (1982) suggested that early learning teachers
assess the symbolism and the spatial complexity of the structures created by children
in the block area. They recommended that teachers use the following guidelines to
determine how to score the complexity of the structures as shown in Figure 8.2.
Through observation, early learning students and teachers examine spatial com-
plexity by looking at the level of detail and the represented dimensions that children
use to integrate blocks into their play (Tepylo et al., 2015). Early learning students
and teachers use the information gained from examining the complexity of struc-
tures to identify additional types of blocks and materials that could be added to the
environment to support advancing children’s block building to more height, com-
plexity, or in integrating blocks with other resources. Adults also examine how their
conversations and guidance might add to triggering children’s options and opportu-
nities (Ramani et al., 2014).
 Chapter 8 Blocks and Child’s Play 261

Figure 8.2 Three levels of block play

Children use Children use Children use

blocks simply as blocks to blocks to
blocks represent a real represent roles of
world object people or things

Hirsch (1996) also outlined stages of block building that children engage in. As shown
in the following photos, children according to Hirsch pass through seven stages in block
building. Look closely at Photos 8.6 to 8.13 and consider what children do at each stage.
As children move through the stages of block play, they are developing skills,
such as fine motor and eye-hand coordination. They develop gross motor skills
(large muscles) as they play with larger and heavier blocks. In block play, children

Stage 1: Carrying
Photo 8.6 Carry, explore with senses, hit together or against other objects

Children carry blocks around, but they are not used for construction. Children typically gather blocks and dump
them. This is the beginning of children exploring concepts such as more, less, thin, thick, large, and small.
This helps the young toddler to refine fine and gross motor skills.
262 Chapter 8 Blocks and Child’s Play

Stage 2: Rows and Stacks

Photo 8.7 Vertically stacked tower

Photo 8.8 Horizontal row

Children begin to place blocks in rows or vertical stacks. Repetition is visible. This is a time when toddlers
repetitively make stacks and towers. Over time, they take more risks, and their stacks and towers become more
imaginative.
 Chapter 8 Blocks and Child’s Play 263

Stage 3: Bridging
Photo 8.9 Bridge the space between two upright blocks with a third block

Children’s structures begin to have two blocks with a space between them, spanned or connected by a third
block. During this phase, children use problem-solving skills to explore spatial relationships. They examine ways
to support two blocks and join them together with a third block.

Stage 4: Enclosures

Photo 8.10 Purposely place blocks to enclose a space

Children’s structures now exhibit using blocks to enclose a space. Enclosures require children to look at space,
connections, patterning, and internal and external positioning. Children repeat and refine the process as they
experiment with joined enclosures and consider how the varying shapes and sizes of blocks affect their enclosures.
264 Chapter 8 Blocks and Child’s Play

Stage 5: Symmetry and Patterns

Photo 8.11 Build with balance, symmetry, and decorative items

Children express competencies with block building by taking risks and in expressing more imaginative attributes,
including defined symmetry, in their construction. They discover how spatial relationships influence their building.

Stage 6: Naming Structures

Photo 8.12 Name and Incorporate building techniques from stages 1-5

Children name the structure, based on what they have attempted to create, such as skyscraper, space station,
zoo, and airport. These structures are complex, with bridges, enclosures, towers, angles, and complicated
designs.
 Chapter 8 Blocks and Child’s Play 265

Stage 7: Building Representations

Photo 8.13 Announce name before, build familiar settings, use structure and
related accessories for dramatic play

Children reproduce and construct structures based on their daily life experiences. Often, the names of the
structures correspond to their intended functions. Children might express what they intend to build prior to
acquiring the blocks to start construction. It is time to take a play pause.

Time to Take a Play Pause

Let’s pause now to reflect on children’s block structures. What structures have you observed children building? Where do children
get their ideas for the structures they make? What might inspire children’s block play in your community?

learn to cooperate with others and to respect another’s block structures, which
develops ­self-regulation and social skills. Block play is non-competitive, provid-
ing many opportunities for children to feel proud of their accomplishments which
supports their emotional development. When children talk about their structures,
they are developing their language and storytelling skills. Blocks can also increase
children’s geographic understanding as well as science and mathematics learning.
Block play contributes to ­children developing art concepts as they add unique mate-
rials to their structures (Saracho, 2021). Table 8.1 depicts the typical skills developed
at each phase of block building. This will vary from child to child, depending on
exposure to blocks, types of blocks available, and adult interactions with children.
Early learning students and teachers observe how children use blocks and discuss
with them the types of interests they have in creating block structures. Experiences
might be documented as a way to bring the structure visible to children at other times.
This provides insight and information that assists children in revisiting what they had
created and determining what they might want to do next. Early learning students and
teachers discuss children’s ideas with them to ensure that the appropriate blocks and
accessories are provided to reflect the children’s interests (Christenson & James, 2015).
The more children engage in block play, the more complex their play becomes.
266 Chapter 8 Blocks and Child’s Play

Table 8.1 Typical skills developed, and the types of blocks children use at each phase of block building
Age Skills Recommended Blocks
Infant to 12 months Transfers blocks from one hand to the other. Small wooden blocks that may
Dumps blocks from containers. be washed
Puts blocks in mouth. Foam blocks covered in fabric
that may be washed
Toddler (12 to 24 months) Carries blocks to a variety of areas. Small wooden washable
Puts blocks in containers. blocks
Dumps blocks. Washable blocks covered in
fabric.
Begins to stack blocks.
Brick blocks made from
cardboard
Smaller tree blocks
Pre-preschooler and preschooler Makes rows, towers, bridges, and enclosures. Unit blocks
(24 to 48 months) Names simple structures. Hollow blocks
Begins to form patterns. Planks
Discusses what is being built. Cedar blocks
Cardboard blocks
Accessories
Tree blocks
Kindergarten (48 to 60 months) Incorporates rows, towers, bridges, enclosures, and special forms and items Unit blocks
such as ramps, doors, and gates into structures. Hollow blocks
Incorporates literacy skills by adding signs and maps to work. Planks
Buildings are sophisticated and built over several play episodes. Plywood
Uses plans and ideas from other sources such as the Internet. Cardboard blocks
Cedar blocks
Tree blocks
Accessories
School age (older than 5 years) Uses a variety of blocks with accessories. Unit blocks
Incorporates several types of accessories into the structure. Hollow blocks
Draws out or discusses with peers a plan for the complex structures. Planks
Usually incorporates more than one structure into the overall construction. Plywood
Each child may be assigned a specific role in the construction phase. Tree blocks and stumps
Accessories

Types of Blocks
Blocks can be divided into three broad categories: table blocks, floor blocks, and out-
door blocks. Children benefit from having opportunities with these blocks but should
not be limited by the label. Table blocks are often combined with floor blocks as chil-
dren use the space to build large and sprawling constructions. Tabletop blocks are gen-
erally used by one child or two children who choose to work together. The floor blocks,
much larger in size, generally attract two or more children to work together to create
a particular structure. Tabletop blocks, although versatile, are generally used more as
indoor blocks, whereas floor blocks are used in both indoor and outdoor spaces.
As you explore the different types of blocks available to children, you will become
familiar with which blocks are best suited specifically to the block area, those that are
more useful in the manipulative area, those that are specific for indoor use, and those
that offer intrigue to children in both indoor and outdoor environments. Examining
the different types of blocks and discussing with children and colleagues the potential
types of play that may occur with the blocks helps early learning students and teach-
ers visualize the types of accessories that might be added and potential spaces where
the blocks could be placed to intrigue children and lead them to using blocks in new
ways. Learn more about different types of blocks below in Photos 8.14 to 8.22:

Picture and Alphabet Blocks

Picture and alphabet blocks date back to the seventeenth century. They continue to be
some of the first blocks provided to children. These cube blocks have pictures or letters
on each of their sides.
 Chapter 8 Blocks and Child’s Play 267

Photo 8.14 Alphabet blocks

Parquetry Blocks
These blocks are straight-edged geometric shapes such as triangles, squares, rectangles,
and diamonds. Children generally use these flat blocks for creating patterns.
Foam Blocks
These blocks are usually introduced to toddlers. They are easy for toddlers to carry
and stack.

Photo 8.15 A foam block structure

268 Chapter 8 Blocks and Child’s Play

Tabletop Tree Blocks

Often called tree cookies, these blocks are made from repurposed wood pieces. Their
depth and thickness are dependent on how individuals choose to slice them. Tree
blocks are used in block play either horizontally or vertically and may be used flat or
on their side.
Connecting Blocks and Tiles
This category includes commercialized blocks such as Duplo®, Lego®, Bristle blocks
and magnetic blocks/tiles. The key to connecting blocks is that they can interlock,

Photo 8.16 Tree blocks and cookies

Photo 8.17 Blocks that connect

 Chapter 8 Blocks and Child’s Play 269

snap together or touch each other and remain positioned by the force of gravity (Ness
& Farenga, 2016). Bristle blocks come in rectangles, oblongs, squares, and circle shapes.
They have bristles on each of their sides and they interlock. Children create structures by
sticking them together in various configurations. Because of the way they can be posi-
tioned and angled, these blocks ­provide children with more flexible possibilities for creat-
ing unique block structures than do traditional blocks. Duplo® Blocks are usually used
with toddlers as they are larger than Lego® blocks. These blocks contribute to children
gaining skills at grasping, stacking, and experiencing the concept of pulling apart and
putting back together. These connecting tiles have the additional affordances of shape,
colour, and transparency.
Homemade Blocks
Blocks can be engineered and fabricated by those who have carpentry skills. Recycled
materials such as cardboard boxes, other durable containers and wood scraps can also
be used as visual-spatial construction materials.
Unit Blocks
Unit blocks are made of carefully finished hardwood. Their lengths are based on a single
unit, and other blocks are based on two, three, and four times that unit. The blocks are
made with precision so children may combine three half-units to match one three-unit
block. Unit block sets include the unit blocks, pillars, angles, and ramps that may be large
and flat. The versatility of unit blocks supports children in gaining foundational skills in
mathematics and science and gives them the flexibility to create with patterns and designs.
Cardboard Bricks
These blocks are large, lightweight, and easy to stack. Children use them as they ven-
ture into building bridges and enclosures.
Hollow Blocks
These blocks offer children a different type of play Photo 8.18 Hollow blocks and more
experience from that of unit blocks, due in part to their
increased size. These blocks bring versatility to children’s
play because large structures might be constructed. The
size of the blocks requires children to use large motor
manipulation when picking them up and using them in
their construction. Often, two children will manoeuvre
the blocks together to the construction area, or children
will put them in wagons or a moving dolly to transport
them. Hollow blocks, like unit blocks, are built in math-
ematical proportion. There is a half square, a double
square, and a half double square. Typical sets of hollow
blocks include ramps as well as long and short boards.
Outlast® Blocks
Made of acetylated wood, the blocks are non-toxic and
environmentally friendly. The blocks, planks, and ramps
are modular, enabling them to fit together. Like hollow
blocks, the size and weight of the blocks requires children
to use large motor manipulation when picking them up
and using them in their construction. When lifting and
carrying these blocks, sensations between joints, muscles
and connective tissues trigger mind-body awareness.
During this heavy lifting, the pressure on and within the
body helps children to understand where their body is
in space and how it feels to negotiate gravity. “Over time
the child’s body adapts to the various loads and forces to
develop better body awareness” (Hanscom, 2016, p. 81).
270 Chapter 8 Blocks and Child’s Play

Rocks and Tree Stumps

These repurposed natural items also serve as excellent outdoor blocks because they are
visual-spatial construction play objects that require heavy lifting, carrying, and rolling.
The Affordances of Blocks
Early learning teachers and students examine affordances from various lens. In this chapter,
affordances alludes to the qualities of an object that define its possible use or make clear
how it can or should be used. The term was defined by Gibson (1977) and suggests that
perception and action are inseparable as we immediately can see the operational properties
of particular objects and how we might interact with them. Examples would be a handle for
holding a cup or a knob for opening a door (Ness & Farenga, 2015). Think about the affor-
dances of the blocks described below what would they look like?
These blocks are stackable and balance easily due to shape.
Affordance: Flat edges
These blocks invite children to explore light and colour.
Affordance: Transparency
These materials embellish structures and reflect light.
Affordance: Sparkle
These materials adhere to one another, creating 2- and 3-dimensional representations.
Affordance: Magnetic

Photo 8.19 Blocks with curved and flat edges

 Chapter 8 Blocks and Child’s Play 271

Photo 8.20 Transparent blocks

Photo 8.21 Blocks that sparkle and shine

272 Chapter 8 Blocks and Child’s Play

Photo 8.22 Magnetic blocks

Loose Parts and Accessories

As identified in Figure 8.3, block play is enriched when children have access to blocks
and accessories. Early learning teachers and children choose accessories based on
the expressed interests of children. The accessories encourage children to move from
simple to more complex play, and from vertical thinking to horizontal thinking and
learning. The accessories trigger children to participate in more problem-solving skills,
language, cooperation, and creativity as their play becomes more complex. They also
contribute to more imaginative play among children, which in turn leads them to play
out family roles, occupations, and community events.
It is time to take a play pause and consider the accessories that can be added to blocks.

Figure 8.3 Accessories for block play

Logs, goggles, steering wheels, rope and tape,

animal accessories, writing and drawing materials,
poster board, bricks and rocks

Cardboard cylinders, Metal pipes,

Cameras, tablets,
wheelbarrows, plexiglass, tape
planks, gates
moving dollies measures

Construction hats, blueprints, photos and

Traffic signs, pylons,
books of buildings from different cultures
boxes of various sizes
and countries

Time to Take a Play Pause

Assume that you have a child who has expressed an interest in might you add to the area? What thought-provoking questions might
clocks and in using tape measures. How do you support the child you use with a child to gain new information on their knowledge level
in exploring these concepts in the block area? What types of props and depth of interest? How would you document your findings?
 Chapter 8 Blocks and Child’s Play 273

Photo 8.23 Loose parts and blocks

Early learning students and teachers might add baskets or containers of loose
parts to a block centre as this will offer another level of complexity to children’s
block play. As described in Chapter 6, the open-ended nature of loose parts can
contribute to children’s experiences with these items. These materials, which
“can be moved, taken apart, lined up, and put back together in multiple ways,”
encourage children’s creativity, play, and learning (Province of Nova Scotia, 2018,
p. 32). Look closely at Photo 8.23 and notice the detail that loose parts added to the
block structure.

The Value of Wooden Blocks

Early learning students and teachers consider the material used the wonders of wood. As restrictions are lifted, wooden toys
to create the blocks that are used in early learning environ- will make a return to play environments. The world of wood
ments. What do you think the value would be of using wooden is filled with wonder for children and adults. Wood speaks to
blocks compared to using blocks made of plastic? Wood offers the senses. Wood speaks to the imagination. Wood speaks
a sustainable and durable material for blocks. Made by nature, to nature and to heritage. There is a burgeoning industry of
wood has so many benefits when offered to children. However, wooden block and toy-makers, and local artisans abound.
during the time of COVID, in group settings, there might have Wood as a material for block play offers children open-ended
been restrictions placed on using wooden blocks. It is easier materials that support them in creating and recreating an array
to disinfect plastic blocks, but children are then missing out on of structures that reflect their ideas and skills.
274 Chapter 8 Blocks and Child’s Play

How Blocks Support Great Learning

Opportunities for Children
Many theorists, including Froebel, emphasized the importance of blocks in relation to
children’s play and development (Tepylo et al., 2015). Block building helps children to
construct their context related to later life and academic skills such as mathematics and
daily living (Petersen & Levine, 2014). For example, when children build roadways out
of blocks and use vehicles to travel along them, they are playing out their life obser-
vations of how adults drive on roads and highways. Building paths and structures
or using blocks as cars provides children with strategies to gain an understanding of
mathematical and scientific principles as well as their world.
There are many initiatives occurring in early learning programs that focus on
twenty-first-century skills as they relate to science, technology, engineering, arts, and
mathematics (STEAM) (Hunter-Doniger, 2016). Blocks provide children with opportuni-
ties to plan, experiment, measure, problem solve, and predict ideas and solutions. These
skills support children in developing new ways of thinking and in looking at problems
and solutions in diverse ways. Block play helps children to practise and consolidate
skills and to develop flexible and abstract thinking capabilities and spatial ­reasoning
(Lindeman & Anderson, 2015; Piaget, 1962; Vygotsky, 1976). Using ­imagination, taking
risks to try new approaches to block building, and being challenged to use previous
strategies or processes in new ways further enhances twenty-first-century skills.
There is an educational movement that emphasizes the need for children to
develop twenty-first-century skills. Lindeman and Anderson (2015) describe the pres-
sures felt by early learning students and teachers to concentrate on using blocks for
rote counting and labelling shapes. They suggest that blocks, as a long-standing and
developmentally appropriate learning tool, offer children more than teacher direction
and teacher goals. Are you curious to learn more?

Are You Curious?

Using blocks to develop twenty-first-century skills encourages tool to evaluate block centres around twenty-first-century skills
early learning students and teachers to view blocks for their value at the following website: [Link]
in play and learning. Lindeman and Anderson provide a checklist Blocks_21st_Century_Skills.pdf.

Exposing children to blocks supports Vygotsky’s concept of children engaging in

activities that support children’s zone of proximal development. Think about 4­ -year-old
Natioka, who has been using blocks at an early learning centre for two years. The child
has developed skills in planning, drawing plans, and building complicated structures.
Natioka can build enclosures, has the ability to build large structures with bridges and
towers that exhibit symmetry, and has the language skills to tell stories about their struc-
tures. They also reproduce parts of stories in pictorial and written formats. Recently,
4-year-old Inika came to the centre. This is Inika’s first exposure to an early learning pro-
gram. It appears that this child has had limited experience using blocks. Over several
weeks, Inika watches Natioka and gradually asks to join the play. Natioka welcomes
Inika to play. Within two months, Inika develops skills and competence in using the
blocks. Inika mimics the language descriptors used by Natioka and uses construction
strategies like those modelled by Natioka. Inika, bringing some technology skills to play,
uses the camera and a tablet to document the structures. As Wandnita, the early learning
teacher, reviewed the block construction and the pictorial documentation that Inika pre-
sented, the teacher was reminded of how, through the block play of the past two weeks,
these children constructed knowledge about science, mathematical principles, language,
technology, and social skills. They collectively solved problems and shared knowledge,
 Chapter 8 Blocks and Child’s Play 275

Table 8.2 Concepts gained through block play

Cognitive/Language Creativity
Emergent Concepts Emergent Concepts
Use of symbols as a communication tool Use of imagination and pretend play
Comparison and matching of the same and different concepts Understanding of symmetrical principles
Vocabulary development through interpreting pictures and making up stories Relationship of creating pictures and designs
Relationship of symbols and labels to words and reading to the production of structures
Oral language development through exposure to new words Use of problem-solving skills to advance
discovery and results
Understanding of principles such as estimation; distance; patterning; comparing sizes, shapes,
and numbers; seriation; and mapping (mathematics concepts) Discovery of the results that occur when two
or more mediums are used together
Understanding of concepts such as matching, comparing, balancing, the impact of weight and
height, inclined plane, gravity, negative space, and balance (science concepts) Use of design, representation, balance, and
stability concepts
Relationship of creating a plan prior to construction of the end product
Expansion of divergent thinking
Understanding the concepts of combining math, science, and technology principles with
production Use of mixed media
Offering children of dual language opportunities to express themselves and exhibit their learning in Strategies and results of combining blocks
their languages and cultural experiences with loose parts

Social/Emotional Physical
Emergent Concepts Emergent Concepts
Understanding how culture and community are represented in play Understanding spatial relationships
Sharing space, resources, knowledge, and skills Experiencing visual perception/discrimination
Practising negotiation and leadership skills skills such as stacking, dropping, grasping,
lifting, and swaying
Forming friendships
Understanding body awareness and how
Examining roles and responsibilities, including gender roles and adult–child roles
the left and right sides of the body move as
Expressing feelings and communicating them through words one
Releasing stress/regression in meaningful ways Developing eye-hand coordination and fine
Developing an appreciation of aesthetic principles and gross motor control
Developing feelings of autonomy

which added to their block-building capabilities. Both children were stretched to incorpo-
rate new accessories and knowledge building into their play.
As outlined in Table 8.2, children who participate in quality block play experiences
develop knowledge and skills that are foundational for understanding language, science,
and math concepts and processes. Block play contributes to children building confidence
in working individually and in groups, which is essential for later social and academic
settings. When children use blocks in pretend play, they are enhancing their imaginations
more than when they participate in other experience centres such as the dramatic play area,
because blocks are an open-ended, less structured material (Hansel, 2015). As outlined by
Hansel (2015), using blocks contributes to children developing skills that are later benefi-
cial to engineers, designers, architects, and artists. She cites Golbeck (2005), who indicated
that when children play with blocks “they solve problems in spatial visualization, spatial
orientation, planning and problem solving, and implicit measurement” (p. 80). As you will
note in the next section, blocks contribute to children’s development and learning in social,
cognitive, emotional, and physical domains. For many early learning students and teach-
ers, it is helpful to become familiar with how block play supports each of the domains and
then transfer that knowledge to the development of the whole child. Early learning stu-
dents and teachers combine the knowledge of developmental domains with their observa-
tions and vision of what children are interested in and capable of achieving.
In addition to the areas outlined in Table 8.2, Figure 8.4 shows the many play and
learning possibilities with block play.

Block Play and Language Development

Block play is rich with language development. Both language and reading skills are
practised in block play. When children make signs for their structures, they discover the
relationship of letters and words as symbols. As children create interesting structures,
new language is acquired, including disciplinary vocabulary such as that related to archi-
tecture or engineering (Christenson & James, 2015). For example, both Jana and Janelle
276 Chapter 8 Blocks and Child’s Play

Figure 8.4 The potential of block play

The Potential of Block Play
Visual perception Symbolic People and their work
Eye-hand Representation (Adapted from Hirsch 1984)
Mapping, grids, patterns
coordination
Feelings
Hand manipulation
Cooperation
Social
Respect for the work of
Social others
Physical Studies emotional
development Self-confidence

Autonomy
Initiative
More than/less 1 to 1 Correspondence
than/same as Subitizing
Patterns
Shape
Symmetry Classification Symmetry
Space Seriation Blocks Art
Patterning Balance

Reading
Shape recognition
Trial and error Differentiation of shapes
Mathematics Inductive thinking Size relations
Discovery Signs
S Language Labeling
Depth,Width, c arts Directions
Properties of
Height, Length Gravity i matter
Order Stability e
Number Weight Questions about concepts
Measurement Balance
n Interaction of
forces Exchange of ideas
Volume c Planning of building
Area e Naming of building
Function of building
Stories of building

will be celebrating their fourth birthdays in the upcoming weeks. As they participate in
building a tall structure, Anita notices the children using words such as uneven, tipsy, col-
lapse, balance, span, expansion, and shattered. Anita is amazed at how their vocabulary has
expanded and how their sentence structure has evolved to include five to eight words. As
children engage in block play and are encouraged by adults to share information about
their structures, more descriptive language is used (Hansel, 2015). Open-ended materials
such as blocks support children in collaborative play and peer talk, which contributes to
further expansion of the use and comprehension of language (Ramani et al., 2014).
More than twenty years ago, Rogers and Russo (2003) indicated that the language used
during block play helps children “describe the actions that they are performing (present),
predicts ideas or expectations of what will occur (future), and recapitulates what has been
done (past)” (p. 18). Generally, children communicate with others as their construction takes
form. Often, the dialogue will focus on what, why, and how they build
(Nell et al., 2013). This communication process helps children use scien-
Figure 8.5 Resources that contribute to
language and literacy with blocks tific and mathematical terms such as height, weight, width, big, bigger, biggest,
length, thick, pattern, and so on. This contributes to children constructing the
language related to math and science principles (Lee et al., 2015). Figure 8.5
Various Signage for Video clips
illustrates ways in which early learning teachers can facilitate language
types of construction of building development through block play.
blocks projects construction Early learning students and teachers extend children’s language
skills by facilitating or coaching children to document their play epi-
sodes. Using a digital camera to capture photos of structures and
Maps
Photographs and
Digital having children tell their stories helps them connect words, objects,
camera
charts construction, processes, and pictures to storylines. This storytelling
process also helps early learning students and teachers hear chil-
dren’s voices and perspectives. As children’s experimentation and
Props Stories with creations with blocks become more sophisticated, their language
Prototypes
Clip construction
with words expands to reflect the complexity of their structures. Early learning
boards themes
students and teachers encourage children who require additional
opportunities to strengthen their vocabulary, expressive language,
 Chapter 8 Blocks and Child’s Play 277

and social interactions with peers to engage in block play. The open-endedness of
blocks supports children in creating structures and using the related language that
is meaningful and comfortable for them. As they observe other children and develop
confidence in their block play, they expand their skills in social and language devel-
opment (Hansel, 2015).

­Blocks and Cognitive Development

Block play can be the catalyst for children to expand their math, science, and language
skills. For example, as children use blocks, their skills of sorting and classifying are
integral to the structure they create (Koralek, 2015). When children create a structure,
they develop the ability to select and group blocks according to shape, size, weight,
and use. As they become more experienced, their classification skills expand to include
the relationship of size to balance, area, volume, and ordinal and cardinal numbers.
They match blocks with the same attributes, and they estimate the number of blocks
required for their construction. This leads children to acquire counting and numeration
skills. The classification and comparison skills support children in creating patterns
and graphs, as well as in acquiring spatial and measurement skills (Worth, 1990). This
requires children to think, experiment, communicate, problem solve, and strategize.

Blocks and the Affective Domain

We think of the affective domain as the domain of the internal emotions and feelings.
The process of block play contributes to children developing affective attributes of
socially appropriate behaviours and attitudes, self-development, creativity, esteem,
and motivation.
Block play and the affective domain can be aligned effectively. Block play nurtures a
child’s imagination and creativity. When children create from their inner child, the process
and the product differ from when they create from a more structured experience. Blocks,
with their open-ended characteristics, provide children with the flexibility to try new strat-
egies and ideas. These applications lead children to discover the possibilities of the blocks
as well as to explore feelings and roles. Children gain a sense of their feelings and working
out those feelings, such as when they participate in dramatic play. For example, think of a
child who has just returned home from spending three days in a hospital setting. By recre-
ating the hospital with its emergency entrance and having ambulances for props, the child
can work out feelings of being afraid, lonely, and unwell. Or, think of Marquette, who has
just returned from being on an airplane. Having airplanes as accessories and providing a
variety of blocks might lead Marquette to create an airport experience.

Blocks and Physical Skills

Block play helps children develop physically. Blocks contribute to the child’s gross
and fine motor skills, as well as to eye-hand coordination. Fine motor and eye-hand
coordination skills are precursors to being able to formulate the letters in handwriting.
The physical skills developed through block play support later physical development
milestones. Children gain kinesthetic skills—recognizing how the space, body move-
ments, and creations influence the design and construction process.
Think about a group of children building a structure using hollow blocks. What
might children discover if they place the hollow blocks by height rather than by width?
Children may learn that they can build their structures taller and more quickly than if
they lay the hollow blocks flat. What happens when children add ramps to their struc-
tures? They learn about velocity. And what do children learn if they drop blocks from the
top when standing on a staircase versus if they drop them when using them for construc-
tion? Children could begin to experiment with the concepts of speed and distance. When
children take photos of objects and use them as a guide, they are transferring imagery to
278 Chapter 8 Blocks and Child’s Play

production. This requires the child to visualize and use ­problem-solving skills, creativity,
and critical-thinking skills along with the attributes of the blocks.

­Block Building and Math

Block building introduces children to the foundations of mathematics. When chil-
dren are exposed to blocks, even during the phase of free exploration, they engage in
mathematical actions, expressing mathematical terms, discovering mathematical con-
cepts, and relating objects to their personal life experiences (Newcombe et al., 2015).
Children begin to understand the relationships of counting, comparing, measuring,
width, height, and reasoning during their play (Pirrone et al., 2018) as well as geom-
etry and spatial relations. Block building improves children’s spatial skills, which are
necessary for complex mathematical problem solving in middle and high school years
(Verdine et al., 2017).
Children’s mathematical understanding is enhanced when they have hands-on
experiences with blocks. The building process requires children to exhibit higher
levels of thinking skills, and make more complex mathematical conclusions than are
achieved through paper-and-pencil tasks (Oostermeijer et al., 2014). As children use
blocks, they classify them according to their needs. This contributes to children begin-
ning the process of adding and subtracting and understanding the differences between
two- and three-dimensional shapes (Hansel, 2015).
Early learning students and teachers encourage children to describe their
­block-building process using words such as next to, parallel, behind, and horizontal to.
This supports children in learning about directions, positions, and characteristics of
space from a horizontal and vertical perspective. Mathematical skills are strengthened
with the introduction of architecture skills. When children become interested in the
shapes and sizes that they see in buildings, they can transfer such information to their
block play. As outlined by Hansel (2015), when children make

connections with shapes in the environment, such as doors being rectangles and
windows being arched, [it] encourages children’s in-depth understanding of geo-
metric shapes in mathematics. These experiences offer children a reference for
building block structures. (p. 48)

Early learning teachers and student teachers think about ways in which they can
design the environment so children become intrigued with blocks and use them in a
variety of ways in their play, while incorporating mathematical concepts in the process.

Block Building, Architecture, Science, and Engineering

Early learning students and teachers introduce children to science and engineering
principles in a number of ways. For example, block play offers children opportunities
to learn about scientific principles such as motion, stability, gravity, structure, and the
natural world. As part of the block-building process, children intuitively engage in
design technology as they figure out solutions to their construction challenges and
problems (Lindeman & Anderson, 2015).
Early learning students and teachers offer children support in seeking answers to
their inquiries, such as what angles are necessary for ramps that will contribute to the
speed with which cars move on those ramps. Think about children building structures
with various shapes and types of blocks. How might discussions about form, shape,
and function lead children to expand their knowledge and skills about design? Now
think about how children solve block-building problems through a defined process.
For example, Hunter wants to build an enclosure that is three blocks high. As Hunter
uses blocks of different weight, the enclosure collapses. Through trial and error,
Hunter decides to switch the blocks on the bottom for larger ones. Eventually, the
 Chapter 8 Blocks and Child’s Play 279

child succeeds through experiential learning. As part of the process, the early learning
teacher supported her through discussions and reflections. Lindeman (2013) suggested
that children be encouraged to think about the following engineering-type questions:
• ­Why is something happening, and how can I create what I am trying to do?
• What types of materials will I need in relation to what my idea is?
• Which materials will work best and why?
Children benefit from having books with unique buildings and access to technol-
ogy such as a digital camera to document their structures either during the construction
or when the construction is considered complete. This offers children ­opportunities
to reflect on the building process, study their structure, and determine whether they
would like to rebuild or redesign it (Lindeman & Anderson, 2015).

Block Play, Creativity, and the Arts

Block play enhances creativity, the arts, and design processes. As children construct
with the blocks, they are creating or recreating something that they have seen or imag-
ined. Creativity requires children to try a variety of thinking patterns that connect pre-
vious experiences to a new idea or a new way of manipulating blocks (Lee et al., 2015).
Early learning teachers and student teachers support children’s creativity and the
arts with blocks by visualizing with the children as many new and creative ideas as
possible. When children have a variety of blocks and props, they are motivated to look
beyond their usual use of the blocks. Newness requires children to look for new solu-
tions. The more solutions and creative ideas the children generate, the more likely it is
that new, interesting solutions will be developed. This advances the types of learning
experiences that children will pursue. The more freedom and time that children have
to explore their ideas, the more likely they are to take risks to try their thoughts and
rethink their ideas to reach their ultimate goal (Ramani et al., 2014).
It is not unusual for children to have periods when they build and rebuild the struc-
ture again and again. This could occur in part because children are trying to perfect a
process, or they could be “stuck” in terms of trying to generate new ideas. When early
learning teachers observe that the block play is stagnating, they work with the children
to spark new ideas. They may offer new materials, become play partners, or ask other
­children to assist them in building a particular structure. They may also share with the
children documentation that exhibits the structure that the children have been recon-
structing again and again to have them talk about it, tell stories about the structure, and
then pose what if questions. The important part is that early learning teachers examine and
reflect on how they may stimulate children to move beyond the plateau, into a phase of
new block-building creativity and discovery. Early learning students and teachers might
further stimulate children’s block building by discussing construction opportunities in
different play spaces and different play episodes. Think about how children and early
learning teachers may discover an interesting building in their neighbourhood. Children
may proceed to paint that building and then recreate it in the block area. Similarly, chil-
dren may engage in piling sand and making unique patterns in the sandbox. Early learn-
ing teachers may plant a seed with the children about how they could use the blocks to
build a fence around the sand pile. These types of experiences support the arts, language,
literacy, science, engineering, and math being integrated into children’s play.

Block Play and Gender

There is growing awareness that gender impacts block play. Prioletta (2018) noticed that
in her classroom that girls and boys often played separately. The girls tended to play with
the kitchen set and dolls, and the boys with blocks, trucks, and cars. This led to the ques-
tion about whether there was equality in experiences to learn about different trades and
occupations during play. Prioletta cites research about how through early socialization in
280 Chapter 8 Blocks and Child’s Play

the family, in the media, and in peer groups, children begin to define themselves as a girl
or a boy as young as toddlerhood. Children play where it seems socially acceptable for
their sex and gender since they want to get it right. Since women are perceived to have
power in the domestic sphere, girls might feel safe, powerful, and in control in spaces like
the kitchen centre. Girls may then also play in these spaces to avoid being dominated by
boys in other spaces such as the block centre (Prioletta, 2018). Children benefit from early
learning students and teachers supporting the concept of blocks being gender neutral.
Subtle messages that can be perceived as supporting the concept that blocks relate to boys
and that kitchens are for girls should be avoided. A multiple variety of blocks should be
offered, with ample space for building and extending the play between centres.

Blocks and Inclusive Practice

Play experiences are important for all children of all abilities. They provide a con-
text for “social interactions between children with and without disabilities” (Barton
et al., 2018, p. 169). Children will engage with blocks in different ways. Some may
engage in a more repetitive and less complex structure configuration. This might limit
their opportunities to practice skills across domains (Barton et al., 2018). Early learn-
ing teachers examine the strengths and skills of children to ensure that various blocks
are available that are “appropriate for children at different ages and developmental
levels” (Guyton, 2011, p. 52). Children will use blocks in different ways, depending on
their skills and interests, and the resources available (Luckenbill & Schallock, 2015). As
identified earlier in this chapter, block play generates opportunities for all children to
engage in social interaction, creativity, problem solving, and language development.
Quality block experiences for all children require attention to children’s strengths,
space, time, and materials.
Several strategies may be implemented in the environment to support children
with differing strengths, without singling them out. For example, if building space is
an issue, placing large pieces of painted plywood in areas defines the space that may
be used for building. Arranging blocks that are within easy reach and are displayed
with cues to support children returning them to the shelves is important in managing
the block environment. Early learning students and teachers facilitate block play in
ways that connect the children to the materials, their peers, and play options.
Piaget’s (1962) theory of cognitive development and how children acquire knowl-
edge and skills about a concept is best achieved through active involvement and inter-
actions with people and materials in their environment. For all children, play is an
essential component of development. “For children with a developmental delay or
disability, their play may require more intentional support, active involvement, and
attention” (Passmore & Hughes, 2020, p. 1156). Early learning students and teachers
observe all children and build upon their strengths, while offering play experiences
that will influence them in enhancing social engagements, skill impairments, commu-
nication skills, or barriers to peer play and relationships (Barton, 2016).
Early learning students and teachers recognize that blocks and block play contrib-
ute to supporting children in their social interactions among children with and with-
out delays or disabilities. However, Barton et al. (2018) indicate that in many instances
children with disabilities “tend to engage in more repetitive and less complex play
than their peers, which might limit social interactions and opportunities to practice
skills across domains” (p. 169). They suggest that children with disabilities engage in
repetitive behaviours, play less often, and use fewer play behaviours than children
with typical development.
As identified throughout the chapter, block construction and play are essential in
developing skills necessary for daily living and for success in math and science (Verdine
et al., 2014). Blocks provide children with numerous opportunities to experience new lan-
guage, social interactions, and math, science, and engineering skills. When appropriate,
 Chapter 8 Blocks and Child’s Play 281

early learning students and teachers use blocks to provide children with disabilities to
gain skills in several domains such as numeracy, spatial relations, self-regulation, and
problem solving. For example, Verdine et al. (2014) suggest that at times, children ben-
efit from adults using block play to offer specific instruction, role modelling and guid-
ance with children that will contribute to them improving their spatial reasoning and
language. This is reinforced by Barton et al. (2018). They stress the importance of chil-
dren with disabilities increasing the complexity of their block play, which requires early
learning students and teachers to provide children with disabilities with more explicit
modelling and prompts to increase block play complexity. Modelling play expansions
by adults using the blocks is more effective than verbal prompts or praise. This offers
children new options in both block construction and how blocks are used across the
curriculum.

The Role of Early Learning Students

and Teachers in Block Play
Block play is an important aspect of the early learning environment. Early learning
students and teachers have many roles and responsibilities in preparing the environ-
ment for block play and facilitating the play experiences. Like other areas of early
learning experiences, children require play environments that allow them to have the
freedom to explore, based on their interests, skills, and ideas. Early learning students
and teachers who advance their knowledge and professional attention to the benefits
of block play are better able to offer children a learning environment that will support
their play. Let’s look at some of the key roles that early learning students and teachers
engage in when facilitating play opportunities with blocks and accessories. Figure 8.6
provides a snapshot of these roles and responsibilities.

Determining One’s Philosophical Perspective

One of the most important journeys that early learning students and teachers embark
on is trying to figure out how their interactions with and decisions about children with
whom they are working influence children’s play, their desire to try new things, and
their motivational levels to engage in new learning opportunities.
A core question that is beneficial when thinking about children and Figure 8.6 Roles and responsibilities of early
block play is, “How can I foster children’s play, thinking, explora- learning teachers in block play
tion, and visualization through block play?”
The influence that early learning students and teachers
Philsophical Environmental
have on children’s learning can be significant. For example, Orientation Orientation
Piaget (1971/1974) identified that children develop relation-
ships, such as logico-mathematical ones, when they think, to
understand problems such as design features or space and
Reflecting and
design options (Tepylo et al., 2015). Blocks support this complex proposing new ide
as
area of thinking.
Early learning students and teachers benefit from investing
Role Modelling Sparking Ideas an
time in getting to know the children’s dispositions, their strengths, d
dialogue
and the ways to support them in play. This helps focus on the chil-
dren’s strengths, interests, and strategies that might encourage
Space Organizati Observing and
them to advance the complexities of their block play. For example, on
documenting
think of Mallia, who is building a tower. They have tried to get
the blocks to stay piled one on top of the other. Each time Mallia
attempts to add a new block, they need to think about where to
place it. Does it go in the middle or to one side? Does it go to the
front or to the back? As part of this process, Mallia participated in
282 Chapter 8 Blocks and Child’s Play

a ­physical-knowledge activity as they tried to figure out how to produce the desired
result. If you were supporting Mallia, what would your role be in this? You may tell
Mallia that if they place the block in a certain position their tower will remain stand-
ing or, conversely, will fall, or you may ask them, “What is it you need to do to make
the tower stand in the way you would like it to?” If your philosophical orientation
is to support children in the development of thinking, which of the two strategies
would you wish to transfer to your practice? Why is it important to think about the
relationship of your philosophical orientation to block play? It is time to take a play
pause.

Time to Take a Play Pause

Pause and think about a scenario where there are five children What happens if adults curtail their desire to build high? When
working together to build a large structure. If you were with you discuss the response of adults in this case, are there dif-
these children, how high will you allow the children to build fering perspectives? What would happen if two early learning
it? Are there dangers that need to be considered? Is there a teachers working together with the same group of children did
way that children can build the structure as high as they want? not agree on the height of children’s blocks structures?

The responses from early learning students and teachers influence the richness of
the play episode, as illustrated with Alukik and Equik. Alukik and Equik spent a con-
siderable time in the block area. Using hollow blocks for the foundation and unit blocks
for the remaining structure, they created a large structure that has a tower at each corner.
When Alukik had difficulty getting the final blocks on the top, the child announced to
Equik the need to use a hollow block to stand on to reach the top. Equik quickly indicated
that she was tall and she did not need a block. As Alukik moved the hollow block into
position, Equik placed the rectangle block on top and announced the accomplishment.
As Alukik continued to stand on the hollow block so other blocks could be added,
Equik soon said, “My tower is bigger than yours.” Then Alukik added more blocks and
said, “Mine is bigger now.” As the two children continued to add blocks, Equik’s additions
became more difficult. As she stretched to add another block, her tower swayed. And as
she added another block, it swayed again. Equik took a few minutes to observe Alukik’s
success, then announced that she, too, was going to use a hollow block to stand on.
The early learning teacher, Anita, approached the children. The children
announced, “We’re making our towers the largest they can be without falling.” Anita
replied, “This is interesting, but you must not stand on the hollow blocks.” Although
safety rules are essential in early childhood environments, Anita missed a teachable
moment. There are several other approaches she could have used to redirect the play
and engage the children in discussions about their structures. For example, she could
have suggested that the children come off the hollow blocks and look at the different
shapes of the blocks they used. She could have redirected them to obtain a large plank
each, so they could measure the structures with their feet flat on the floor. Or, she
could have asked them to stand by their towers so she could measure them against the
tower and take photos of it. Any one of these strategies would have had the potential
to enhance the play and, at the same time, guide them to use safe building practices.

The Early Learning Environment

Environmental factors influence children’s interest in and use of blocks in their play.
Providing children with the right environment and adequate time to work on projects that
extend beyond one play episode is essential (Lindeman & Anderson, 2015). Children’s
depth of play is expanded when structures remain standing for long periods of time and
when they have opportunities to showcase them to adults and peers. When children have
options to return to the structures or receive feedback on them, they experience cycles of
 Chapter 8 Blocks and Child’s Play 283

planning, reflecting, making changes, researching, and developing new ideas to incorpo-
rate into the structure (Durham, 2015). This allows children to review documentation and
visualize what could be and how they might change the structure to reflect new ideas.
Block play generally attracts three to four children to engage in the play. This can create
vigorous, social, and loud play. At times, there might be children who benefit from having
time to explore and build with blocks on their own. This requires early learning students
and teachers to be aware of children who benefit from this solitary play and determine how
this could occur without other children interfering with the solo play. The environmental
design must be flexible enough to accommodate both solitary and group play. Children
might require spots away from the block area, such as under a table, inside a large box, or in
a quiet area in the playground, to rethink their ideas or the process for their play.

Organizing the Space

The physical space allocated for block play influences the depth and breadth of children’s
play. When children move materials between experience centres and mix materials, they
test and produce more innovative play ideas. Block play requires space and materials if
our goal is to have children participate in play that promotes divergent thinking.
Placing the blocks in space that is not being fully used is ideal for expand-
ing block play (Durham, 2015). Also placing blocks in or near other centres that can
cross-pollinate ideas has many advantages, including increasing the interchange
­
among centres (Epstein, 2014). When blocks are placed in a creative discovery zone,
symbolic thinking skills are used. This is an ideal strategy that promotes children com-
bining creative ideas and the problem-solving skills of visual arts with scientific and
mathematical concepts. For example, young children who have an opportunity to use
the block and dramatic area may engage in block building that builds roads to apart-
ment buildings or castles. Some of the blocks may be used to create furniture. Children
may incorporate props such as dolls and vehicles into their structural designs.
Children benefit from having blocks and related resources presented in ways that
are orderly and accessible. Initially, children may require reminders on their roles and
responsibilities in the block centre (Murphy, 2014).
There are a number of factors that early learning teachers consider when prepar-
ing the block play area. Table 8.3 provides guidelines that support early learning stu-
dent teachers in organizing block play space.

Table 8.3 Environmental considerations for block play

Location for Block Play Displaying Blocks
• The blocks are positioned in areas that get limited traffic and are three-sided. • The blocks are displayed on low, open shelves.
• Placing blocks in space with corners both indoors and outdoors supports children in • Shelves may have block shape templates affixed
playing longer. to them as a way to assist children in locating and
• The space provides opportunities to build structures up and patterns out (such as replacing the blocks.
roadways and train rails). • Larger blocks are placed on the bottom shelves to help
• The space allows for children to make reasonable noise. stabilize the shelving unit.

• The space allows children to keep their block structures up for long periods of time. • The storage shelves support children in exhibiting
independence during the building and disassembling
phase.
• Matching and sorting are encouraged.
Block Accessories Quantity of Blocks
• A combination of open, see-through containers and shelving is used for accessories • At least 100 blocks for children with limited block play
as a way to support children thinking about opportunities. experience.
• Popular props and accessories are displayed. • At least 200 blocks for children with average experience
with blocks.
• At least 300 blocks for children with extensive
experience with blocks.
• At least 500 blocks for children with extensive and
elaborate block-building skills.
284 Chapter 8 Blocks and Child’s Play

Observing and Documenting Children’s Block Play

Observing children during block play helps early learning students and teachers view
when and how children use blocks in their play. For example, observing a group of chil-
dren building a playhouse may provide insight into their level of problem solving, how
they predict the types and quantity of blocks required, how they plan for constructing
the structure, and the roles and responsibilities that each child takes on. Observations
familiarize us with the environmental conditions that support children in being able to
effectively participate in quality play. Table 8.4 provides examples of children’s behav-
iours that may alert early learning teachers that children require adult support.
Early learning students and teachers gain insight into children’s interests and
strengths through observation and documentation. For example, some children
engage in block play as a social experience outdoors, whereas others prefer to use
blocks as a solitary play episode indoors. Some children gravitate to the unit blocks,
whereas others prefer the tabletop blocks. Early learning students and teachers gather
information about how the children use the blocks from a building perspective as well
as from a tactile and sensory experience.
Observations provide early learning teachers with information about children’s
knowledge and skills about block play. By listening to the children and observing their
play, adults are able to determine the most appropriate time to facilitate or support a
play episode. For example, if children express an interest in trains, you may provide
train props and pose cognitively challenging, open-ended questions that will help
them build a particular item, such as a train station or train tracks. As you observe and
support the children through play, you note the types of blocks that the children use.
Are they the unit blocks, the tabletop blocks, soft blocks, or cardboard blocks? Are there
props involved? If so, how are they used? Whom do children play with in the block
area? Are they generally the same children? Do you need to pose open-ended ques-
tions to advance the play? Are there special materials that may lead children to new
discoveries? Or, are there ways in which you and other children may become involved
to reduce frustrations in the play? These questions are important, as they guide our
practice in acquiring information about children, which leads to offering materials

Table 8.4 Examples of children’s behaviour observed in block play

Observation Role of Facilitator
The noise level in the block area starts to The facilitator becomes part of the play with one or two children. A soft voice is used with the
escalate. children. This encourages the children to use their softer voices and to listen to one another
more attentively.
A child begins to interfere with the structure of The facilitator becomes part of the play by encouraging the child who is interfering with others
others, or the play becomes destructive and to refocus on adding to the structure or developing a structure with the facilitator. Guidance to
unsafe. other areas of the play area may be required.
A child becomes tense or begins to cry. The facilitator examines areas that may be contributing to the child’s stress. Open-ended
questions are used as a strategy to refocus the child. Comfort strategies and dialogue are used
with the child. The facilitator may suggest that the child expand the play by using the video
camera or graphs for documenting the structure.
A child begins to lose focus on the structure. The facilitator has dialogue with the child about the structure. Open-ended questions are used
as a strategy to expand the play. If the child appears to have lost interest, the facilitator works
with the child to move to another area of interest.
Children begin to argue. The facilitator listens to the dialogue to determine if it is animated discussion or children
arguing. The facilitator may offer open-ended questions that will bridge the opinions expressed
by the children. The facilitator helps children use critical-thinking skills while building on their
socialization strengths.
Children say, “We need help.” The facilitator asks the children to put into words how they identify the problem. Discuss the
problem. Using open-ended questions, help the children brainstorm possible solutions. Advance
children’s thinking by having them examine the advantages and disadvantages of possible
solutions before selecting the one that they use. Support the children in implementing the
solution. Help the children verbalize their evaluation of the solution. Did it work? Why? If it did not
work, why not? (Miller, 1993)
 Chapter 8 Blocks and Child’s Play 285

and experiences that support them in their play. Early learning teachers determine the
opportune moments to expand play experiences and trigger new investigations and
learning. Table 8.4 provides examples of observations of children engaged in block
play and the role of the facilitator.
As identified in Chapter 3, observations and documentation are important practices of
early learning students and teachers. Observations and documentation offer early learning
students and teachers a more holistic view of what children know about block b ­ uilding
and how problem-solving and creative-thinking processes are used during block play. The
type of observation methods and tools used are chosen based on the early learning student
and teacher’s style and the purpose of the observation or documentation. The process of
collecting data and using the information effectively is a process that is influenced by a
personal philosophy as well as the early learning centre or classroom philosophy.
Anecdotal records provide a brief description or “word picture” of the event
(Bates et al., 2019). These records are generated from direct observation. They describe
the behaviour observed. For example, Marick entered the block area at approximately
9:15 a.m. He went to the block shelf and obtained a container of table blocks. He took
all of the red rectangle blocks and laid them on their edge. Then he placed them to
make a rectangle enclosure. Andrew approached Marick to ask if he could play with
him; Marick said, “No,” and returned to building an enclosure inside the existing enclo-
sure. All of the blocks used for the inside enclosure were blue. Marick started another
enclosure outside the original enclosure. He was focused on his structure. Other children
approached him wanting to play, but he kept building.
Checklists or rubrics provide an overview of a child’s skill level compared to that
of typical developmental profiles of children of a similar age. Table 8.5 provides an
example of how a checklist supports understanding a child’s level of development by
recording the specific example observed. This observation identifies that Sara has an
interest in walking across bridges, and in horses, barns, and corrals. If an early learn-
ing teacher added Lincoln-type blocks (long, loglike connecting blocks) to Sara’s choices,
this may lead Sara to build a corral that combines open space with enclosures. Books
about barns and bridges may also spark some additional block-building experiments.
A less formal way of observing is to record notes acquired from discussions that early
learning students or teachers have with a child or groups of children about their block struc-
tures, including the processes used to create these structures. The notes may be recorded
and placed with digital documentation. An example of a conversational note is given below:
I was observing Mila, Ben, Sara, and Maggie in the block area. Ben and Sara went
to the dramatic centre and brought back binoculars, plants, and boots to the block
area. As the four children were participating in conversation, I approached them
and asked, “What’s happening in this area of construction?” They said they were
building a path to the forest. So, I started asking questions that related to the path
and the props that the children had brought to the area. I wonder why you wish to
have binoculars in the forest. Mila described how binoculars help you see things
that are far away. Then I asked, “What kinds of things do you think you will see
in the forest?” Ben and Sara said they would see little animals like rabbits and
groundhogs and little white flowers, while Mila and Maggie said that this time of
year, they would be looking for big bears and deer and all the trees that are green.

Table 8.5 Sample checklist or rubric for stages of block play

Child’s Name: Sara, 3.5 years of age

Carrying Rows and Bridging Enclosures Decorative Naming Resembling or

Blocks Stacks Patterns Structures Naming for Play

09/16 Took six blocks to make 09/17 Used 24 blocks to

bridge over roadway. Had people make a corral for horses
figures walk over the bridge. outside of the barn.
286 Chapter 8 Blocks and Child’s Play

This observation provides insight into the children’s knowledge about the forest.
It helps early learning teachers and students determine the interests that children have
and how additional props may expand the depth of the play experiences.
With technological advances, early learning students and teachers have the capac-
ity to document digitally. Digital documentation provides photos or videos taken at
each phase of the project or investigation. The documentation can be done by chil-
dren, is dated, and used with children to facilitate discussions, help them identify their
knowledge and skills of block building, and tell stories about what they see. Early
learning students and teachers may also use the documentation to acquire further
information about the child.
Audio and video recordings of children speaking about their block play is a sig-
nificant way to include the voices of children in observations and documentation.
Early learning students and teachers can encourage children to describe their blocks
structures and then record their responses to listen for how they identify the blocks.
They may say, “I need a rectangle,” or they might name a structure, “This is a castle.”
Recording the words of children during play may show they were planning a struc-
ture before construction: “I want to build a race track.” Their description of their block
play may include listing the parts of a structure, “This is a mom and a brother in a car”
(Barton et al., 2018). Why do you think including the voices of children is important
when observing and documenting? Take a moment to write your thoughts in your
reflective journal.

Role Modelling
Early learning students and teachers are role models to the children in the block area.
It is through encouragement and experimentation that children gain the sense that
it is acceptable to try new ideas. For example, early learning students and teachers
monitor negotiations, pose thought-provoking, open-ended questions that will sup-
port children in problem solving, and make comments such as, “How does this . . .”
or “Explain to me . . .” or “Tell me about. . . .” These types of comments enhance
­problem-solving skills while supporting thinking in divergent ways. This facilitation
strategy also supports children in the process of building rather than focusing on the
defined product.
Early learning students and teachers play an important role in working with
children who might not use the block area as much as their peers, by inviting them
to become partners in building a structure. This can begin by stacking a couple of
blocks and then inviting other children to come to the area. The purpose is for children
who do not use the block area to gain success. This requires the early learning student
and teacher to take on the role of an encourager, guide, and partner in play. Listening
to the children and, most importantly, supporting their ideas is vital to advancing
­block-building competence. If the children’s ideas do not work, the mistake is turned
into a learning opportunity. Through open-ended questions and discussion, the early
learning teacher and student teacher help children analyze why an idea may not have
worked and what they could do differently next time. As children become engaged in
the structure, you gradually move away from the area.
Early learning students and teachers guide children who exhibit signs of unsafe
building practice, become destructive with the blocks or other children, or use the
blocks inappropriately. One of the most effective strategies to change behaviour
is for the early learning teacher to become involved in the play directly with the
child. This may take on two formats. The first is to have dialogue about how you
can help with the construction and the types of blocks that are being used, and ask
questions such as, “What would happen if . . .?” as a way to refocus the child. The
second strategy is to share with children, through words or body language, your
interest in block play.
 Chapter 8 Blocks and Child’s Play 287

­Starting Dialogue with Children about Block Play

Many factors contribute to children’s success and experience with blocks. Dialogue
among the children and with early learning students and teachers is one of the most
influential activities that contributes to children taking risks in the block area (Epstein,
2014; Nell et al., 2013). In quality programs, the involvement with the children, the
verbal exchanges, and the interactions among children and adults are evident. It takes
practice to facilitate discussion with children while using the blocks. Box 8.1 provides
some phrases that may be used to start a conversational exchange between children
and early learning teachers. It is now time to stop and take a pause to think about the
roles of early learning students and teachers in promoting block play.

Time to Take a Play Pause

Marti and Hunter are using blocks. Marti sees that Hunter is you need to place cedar blocks at each corner to put your
building a structure that she thinks she could go in and out planks on.
of. She wants to make one, too. Marti starts by getting long David responds: I am not sure how to build your structure.
boards and some of the cedar blocks. Her blocks tumble. Two Tell me what you are thinking as your strategy. How do you
early learning teachers take different approaches to responding think your strategy will work?
to Marti. Consider both responses. Which one will better support
Donna responds: You need to take your cedar blocks Marti and Hunter’s block play? How can their block play be
and place them on their side into the shape of a square. Then further enhanced?

Box 8.1 provides examples of phrases to enhance conversations with children that
may trigger new ideas and extensions to block play.

Box 8.1

Phrases for Starting Conversations During Block Play

Tell me (about) • Your structure . . .
• How people get inside your structure . . .
• The blocks on top of or beside . . . • What happens if two cars try to pass on the roadway . . .
• How you got the blocks underneath the . . . • How many steps the prince needs to climb to get into the
• How you made the space for the trucks to go under the bridge . . . building . . .
• Why you used the squares and triangles in this part of your • How you balanced the planks . . .
construction . . . • How I can help you use the plank to . . .
• What will happen if you take your hand away . . . Will the • The problem with . . .
structure stay standing or fall? • What happens when . . .

Block play requires experimentation and discovery learning that occurs through
trial and error. Which of the responses do you prefer? Which leads children to fur-
ther problem solving, exploration, and discovery? Why? Take a moment to write your
thoughts in your reflective journal.

Reflection and Development

Block play is essential for young children because it contributes to a variety of domains.
Early learning teachers continually seek out new knowledge and strategies that will
help them facilitate meaningful block play with children. When teachers observe
that the children are building similar structures and not taking risks to create more
elaborate structures, there is a need to examine the environment, the materials, and
the interaction among children and adults. Often, by reviewing documentation of the
288 Chapter 8 Blocks and Child’s Play

children’s play, early learning teachers gain insight into what strategies may support
children in trying new adventures.
When early learning teachers find themselves offering children the same types of
props and blocks, or when children’s creativity in the block area wanes, it is essential
to participate in further reflection and seek out ways to bring new opportunities into
the environment. Early learning teachers’ stagnation reduces the potential for children
to embrace block play. Collaboration among early learning teachers and student teach-
ers helps to facilitate new directions for the play experiences.

Summary
Chapter Preview decorative patterns, naming structures for enact-
ment, and resembling or naming for play.
• Block play provides children with a variety of skills
and abilities that are transferable to other learning Types of Blocks
domains. These concrete materials support children
• Blocks fall into three broad categories: table, floor,
in acquiring knowledge about math, literacy, engi-
and outdoor blocks.
neering, and science principles.
• Early learning teachers provide children with a vari-
Defining Block Play ety of blocks, spaces, and accessories.
• There are many perspectives on block play. Some
suggest it refers to children manipulating blocks by
How Blocks Support Great Learning
handling them, stacking them, and using actions
Opportunities for Children
and language to represent realistic or imaginative • Block play contributes to children developing
play. A newer perspective is that it needs to be twenty-first-century skills, including mathematics,
redefined as the use of “visual-spatial construction science, and language development, as well as their
play objects.” physical and affective domain.
• Empirical research indicates that there is inconclu-
The Historical Perspectives of Blocks
sive information to suggest that block play is domi-
• Children and blocks are not a new phenomenon. nated by one gender.
They evolved at the same time as a child-centred cul- • C
­hildren with varying strengths benefit from
ture during the late 1700s. resources and space being organized so they may
• Philosophers and educators, including Froebel, use the blocks with ease, without being singled out
Montessori, and Pratt have contributed to under- from other children.
standing the importance of play in early learning
environments.
The Role of Early Learning Students
and Teacher in Block Play
The Stages of Block Play • Early learning students and teachers’ roles include
• Reifel and Greenfield provide a three-level evalu- determining their philosophical perspective,
ation process to assess the symbolism and spatial examining the learning environment and ecology,
­
complexity used by children in the block area, while organizing space, observing children’s play, role
Hirsch outlines seven stages of block building. They modelling, engaging in dialogue with the children,
are carrying, rows and stacks, bridging, enclosures, and participating in training and development.

Review Questions
1. Why is block play an important programming area for 2. What is the significance of examining the historical
early learning students and teachers to know about? perspectives of block play? How does it influence
How does block play inform your work with children? your approach to block play with children today?
 Chapter 8 Blocks and Child’s Play 289

3. Reifel and Greenfield, as well as Hirsch, indicate that 5. Block play contributes to the development of children
there are stages to block play. What are those stages, in a variety of ways. Describe how block play supports
and how do you use that knowledge in your work child development, the arts, creativity, and problem-
with children? solving skills.
4. Describe the types of blocks that would be considered 6. How can early learning teachers ensure that children
table blocks and those that would be considered floor with disabilities have access to block play without
blocks. How does each category influence children’s being singled out by other children?
block play? 7. Describe the key roles that early learning students
and teachers have in facilitating block play.

Making Connections

Theory to Practice
1. You have been asked to reorganize the block centre that will be used with a group of
3- and 4-year-olds. Based on the information you have gained from this chapter, what key
attributes would you include in the centre?
2. How would you ensure that children have an opportunity to use blocks in the outdoor
environment? What would need to be considered in having a block centre outdoors?
3. What would you need to consider if you were setting up a block centre in an after-school
program for 5- to 7-year-old children? How might it differ from one for 3- and 4-year-old
children?
4. Documentation is an important part of block play. How do you envision gathering docu-
mentation from the block play? What will you do with the documentation? How does it
inform your practice?

As you think about your learning from this chapter, what might you wish to transfer to
your digital portfolio? See ideas for you to think about in the Digital Portfolio Entries box.

Digital Portfolio Entries

Potential portfolio entries for your digital portfolio could
include the following:

• When I think about block play, I wonder about . . . • When I examine blocks and accessories, I want to . . .
• ­I see my role now as . . . • I think I want to promote block play by . . .