Blocks are one of the most open-ended and unstructured play materials available. They provide versatile opportunities for learning across all areas of the curriculum. They should have an established place in all early years settings.
Their use in the development of the physical, mathematical and scientific curriculum is obvious. Their value as a resource for imaginative and creative play is easy to see. Close observation of children using blocks, however, will also provide practitioners with valuable information about children's learning schemas and opportunities for supporting personal, social and emotional development.
Finding the space for block play can be difficult for some settings, particularly reception classes, but the problem is surmountable. Cost is also an issue, as good quality blocks are expensive and can be viewed as 'luxury' items by head teachers and others managing budgets. However, the Curriculum guidance for the foundation stage states clearly the legal obligation on settings to provide opportunities for holistic learning through play for all children, and block play is an essential part of that.
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