Block play has long been recognized as an essential feature
of developmentally appropriate programs for young children. The materials are
open-ended, allowing a multitude of possibilities. The play is not prescriptive,
allowing children to imagine, discover, and create. Block play provides opportunities for children to function at many different levels, and promotes cognitive, physical, and
affective development.
As children build,
they have opportunities to:
• discover the physical properties of materials (size,
shape, weight, colour)
• plan what to do
• design and create as they explore pattern and balance
• learn problem-solving strategies
• develop spatial concepts (by building
vertically/horizontally; beginning to enclose and define space, learning about interior/exterior,
near/far; viewing objects from different perspectives)
• investigate relationships (through sorting, comparing,
organizing, sequencing, categorizing, and drawing conclusions)
• explore mathematical concepts (length, area and volume,
number)
• use mathematical vocabulary (higher, more than, heavy)
• engage in a process of inquiry (observe, compare,
classify, test out their ideas, interpret, and predict what will happen)
• engage in dramatic play (take on roles and negotiate theme
and direction)
• develop visual discrimination (as they choose pieces to
fit and match with other pieces)
• develop gross- and fine-motor skills (as they lift, carry,
and stack different sizes of blocks)
• develop hand–eye coordination (as they stack and connect
pieces)
As children build and
interact with others in the
Block/Building Centre, they use language to:
• ask and answer questions
• share and negotiate
• role-play
• retell
• label and describe
• explainThe ideas in this post come from the following book: