Sadly, these powerful tools for engaging children don't always receive the status and respect they deserve. Good-quality blocks are expensive, but their value across the whole of the EYFS curriculum is immense.
It is fairly obvious that blocks are useful in terms of physical, mathematical and scientific development. Their value as a resource for imaginative and creative play is also easy to see. Close observation of children playing with blocks, however, also provides us with information about children's schemas for learning, as well as opportunities for supporting their personal, social and emotional development. That's a lot of EYFS curriculum potential for your money!
FROEBEL RESEARCH
Of all the research and writing on children's block play, that of the Froebel Blockplay Research Group continues to be the most useful. The Froebel Blockplay Research Project was directed by Professor Tina Bruce and involved Pat Gura and children, parents and staff in nursery and reception class settings across south-west London.
The resulting book, Exploring Learning: Young children and blockplay, (Paul Chapman) remains essential reading for practitioners, as it provides not just practical suggestions, but also food for thought.
Blocks are not just tools for learning about something. Blocks are objects in their own right that children can explore as such. They can also be used to represent things and ideas.
The Froebel project also considers blocks as 'objects to think with', particularly with regard to topological and three-dimensional space, balance and visual harmony. Sounds a bit pretentious? Maybe, but these are all important foundations for children's conceptual development in relation to subjects such as geography, physics, geometry and art.
How many of us might have been more successful at these subjects later in life if we'd been lucky enough to have had good early experiences with block play? Similarly, how many of our high- achieving scientists, architects and engineers are able to do what they do because they are skilled at using mental imagery and three-dimensional models - the grown-up version of block play!
PATTERNERS AND DRAMATISTS
Children bring their own individual style to block play, but research suggests that some children show tendencies to be 'patterners', making shapes or configurations and patterns with the blocks, perhaps laying them on the floor or stacking them high.
Others are more likely to be 'dramatists', using the blocks in a story and making artefacts or 'things' with them, such as beds or buildings. The dramatists, more than the patterners, are likely to talk about their constructions and make their meanings clear to us.
To get the most learning potential from blocks, however, children need to be both. What became clear to the Froebel researchers was that children need lots of opportunities to master and control their block play in order to become competent users. They need to explore and learn about the blocks, so they can develop their ideas through them.
Opportunities for pure block play enable children to develop their 'patterner' skills, which means they can begin to create more complex constructions. These can then be used as artefacts, which encourage 'the dramatist' in the child to begin to make stories, particularly if they can introduce other accessories (for example, small-world toys) into their drama.
The Froebel researchers saw that 'getting to know the material through physical manipulation and exploration is of central importance, and a vital part of the backcloth to block play'.
They observed very young children playing with and exploring spatial relationships in their block play and likened it to babies playing with vocal sounds in their early development of speech and communication.
WATCHING
The Froebel researchers also commented on the value of allowing children the opportunity to just watch others constructing. They observed children who would watch others for some time and then use the ideas in their own play, sometimes several days later.
They also commented on the potential for younger children to benefit from observing and learning from older children who were more experienced in block play. My own experience in integrated Foundation Stage Units, where reception-age children remain in the same learning environment as nursery children, bears this out.
This is not to suggest that we as practitioners should be 'demonstrating'
structures or construction techniques for children to copy. Children who learn from others observe and select the aspects that have meaning for them and apply them in their own time. They are also learning how to appreciate constructions - something practitioners can promote by looking at buildings on outings, and having books and pictures of architecture and sculpture to hand.
DISCUSSING
The Froebel Institute Blockplay Research Project was adamant that children benefit from not being pressured to plan or verbalise their actions, particularly in advance. They maintained, however, that the presence of a sensitive adult, who can verbalise the experience for the child, without pushing them to speak, is very important. Such engagement encourages a true conversation to take place that reflects the shared experience and focus of the play. This is backed up by the later EPPE research which talks about the value of 'shared, sustained thinking' (see box).
Most of us probably feel more comfortable responding to the dramatists rather than the patterners. After all, the educational climate in recent times has put a lot of emphasis on extending linguistic and literary competence, so we are more inclined to home in on a story that we see developing in block play. But we aren't always quite sure how to respond to a block arrangement that 'just is' - without expecting some kind of explanation from the child.
The Froebel research pointed out that a construction with blocks can sometimes be 'a by-product of a kinaesthetic experience' - that is, a bodily or sensory experience that children revisit or refine while playing with blocks - so expecting the child to talk about it might defeat the object.
EMOTIONAL DEVELOPMENT
Our observations of children using blocks can also provide us with valuable information about their learning schemas, and the development of positive dispositions for learning
* Positive dispositions develop when children have experiences that they enjoy and can control and in which they can succeed. Block play fosters feelings of competence and self-confidence, motivating children to learn and to want to learn more. This is particularly true for boys, whose emotional and behavioural needs may not be met by less open-ended activities.
* Providing problem-solving opportunities helps children to gain confidence in themselves as problem solvers, and to feel capable and willing to respond to self-chosen challenges.
* Readily accessible, open-ended resources like blocks foster independence in taking initiative and selecting and carrying out activities.
* Moving from parallel to associative to co-operative and collaborative play helps children to develop confidence in liaising with others for support and the opportunities to observe and learn from experienced children.
* Blocks are open-ended, adaptable resources that can foster high levels of involvement, sustained concentration and persistence over time.
* A safe, well-organised block play area allows children to explore and take risks within their environment.
* Discussing their constructions (when appropriate), taking photos and displaying them gives children the chance to demonstrate pride in their own achievements.
* Block play often allows children to make connections with everyday life experiences, for example, seeing road building or construction sites.
* Block play resources can provide a stimulus for imaginative, small world and role play and exploration of schemas, all of which have an important place in children's developing sense of self.
RESOURCES
There are two main types of blocks used in early years settings:
* Hollow blocks are large and wooden, with open sides so they can be grasped easily. Because of their size, children can walk, sit and lie on them and create life-size structures to climb on or hide in. These blocks exercise the imagination as well as the muscles.
* Unit blocks are smaller multiples and fractions of a unit, plus curves, arches, cylinders and wedges, for use on floor or table top. Ideally the length of a unit block is exactly twice the thickness. A full set is needed for quality play - just a few won't satisfy the young architect.
* Duplo and Stickle Bricks and other products which stick together in some way are equally valuable, but serve a different purpose to the basic free-standing, stackable, wooden blocks described above. These are known as construction toys rather than blocks.
Blocks are stimulating enough to stand on their own as a learning resource, but can be linked with other resources to foster children's interests, encourage collaborative play and support children's personal and emotional development. If resources such as small- world toys, vehicles, milk crates, drapes, steering wheels, cushions, dolls, soft toys and puppets are available as part of the continuous provision, then children will make connections with their block play and use them as they see fit.
ENVIRONMENT AND ORGANISATION
Positioning and storage can make a big difference to the success of purposeful block play. If you can, think about providing a separate room or area within a room, so that children can return to and adapt structures over several days.
* This arrangement is ideal for developing children's ability to sustain interest and pursue activities to a personal conclusion. If space is a problem, be creative in finding ways of accommodating blocks in the use of the outdoors, corridors, assembly halls, spare rooms and wheeled storage.
* Involve the children in decisions about using and storing blocks. Talk about whether screening the block play area from other activities might be helpful. Establish safety rules together.
* Be prepared to adapt the environment as children's interests and motivations change and develop.
* Carpeting can help reduce noise, but make sure it doesn't affect the stability of standing blocks. Building boards (of different sizes and shapes) can be a help.
* Block play transfers easily to outdoors. Explore ways of making storage and tidying up as easy as possible for everyone. Leave plenty of time for yourselves and the children to enjoy the sorting activity and the experience of creating order.
* Storage areas with very specific labels or silhouettes are not just useful, they also contribute to the play experience.
THE ROLE OF THE ADULT
We adults do have a habit of getting in the way of children's block play.
Too often, we ask children to plan in advance, or to talk about it, putting pressure on them to come up with a story or reason for their structures.
Of vital importance is the sensitive adult who verbalises the experience for the child, without putting any pressure on them to speak unless they want to. The adult encourages true conversations to take place through having a shared experience and shared focus.
To be effective, practitioners should:
* be enthusiastic about block play, engage in it eagerly alongside children and provide positive role models
* involve children in decisions about storage and organisation
* praise appropriately, so increasing children's ability to reflect on their achievements while preventing them from becoming over-dependent on adult perceptions of success. Describe what you see and encourage the children to share their opinions of their structures
* ask open-ended questions, which encourage exploration and problem-solving and empower children to reach their own conclusions
* observe carefully children's learning motivations, schemas and personal interests, so that you can plan responsively and decide about 'next steps'
for individual children
* be a mediator in conflicts and model negotiating skills
* provide achievable challenges, balanced with opportunities for taking risks and developing persistence
* provide support for children whose first language is not English, or whose language or emotional development impedes their social interactions
* monitor the possible effects, both positive and negative, of gender bias
* support children with physical and learning disabilities so they gain the same benefits from blocks as everyone else
* help parents to understand and value their child's experiences with block play, making videos and taking photographs to use them for workshops or displays.
RECORDING
The products of block play are inevitably temporary, and the lack of information in children's records about their block play experiences contributes to its low status. Yet it can provide valuable assessment material and evidence of a child's schemas and learning development.
Photographs Keep photos for children's profiles and records, noting significant details and comments from the child. Printed copies needn't always be on expensive photographic paper and photocopies can be provided for children to annotate or embellish before taking them home. (Don't feel you must record every block play creation. Children also need to embrace and be comfortable with the transitory nature of block play.) Videos Making videos in the block area and then watching them with small groups of children can be a great stimulus for discussion and future block play.
Drawings Don't underestimate the value of a quick sketch of a structure.
Share your drawings with the children and let them advise and direct you.
It's their creation, after all! Keep a clipboard and paper handy by the blocks and the likelihood is that children voluntarily will follow your lead and begin to draw their structures.
Books Make books from the sketches and photographs, add images of buildings, structures and sculptures and keep them in the block area for the children to study.
The Froebel researchers found that their detailed observations and photographs increased their own understanding of block play as well as that of individual children's approach to learning. We need to share this information and enthusiasm with parents, inviting them to take part and to observe their children at play in the block area.
The value of block play doesn't stop as children grow older. EYFS practitioners owe it to their children to influence and support teachers of KS1, KS2 and beyond to see the relevance of block play across the curriculum and for all ages. The scientists, engineers and architects of the future will thank you for it!
References
* Exploring Learning: Young children and blockplay, edited by Pat Gura with the Froebel Blockplay Research Group directed by Tina Bruce (Paul Chapman)
* Building Structures with Young Children by Ingrid Chalufour and Karen Worth (Young Scientist Series, Redleaf Press)
* The Effective Provision of Pre-School Education (EPPE) project can be viewed at www.ioe.ac.uk/cdl/eppe
Products
* Both large and small hollow blocks and unit blocks are available from Community Playthings and are highly recommended by many early years specialists. For information call 0800 387457or visit www.communityplaythings.com.
