Hello, dianne4321-ga!
I have compiled some references concerning block play which should
prove useful to you! I had this answer completed for you and was ready
to post it - only to be called out of town on an emergency. I was
finally able to get back to it today. I am surprised that another
researcher did not pick it up in the meantime! Sorry for the delay!
==
A very good overview of block play and learning can be found in the
following article:
"Kids/Blocks/Learning," by Patricia Gaffney Ansel. Yale New-Haven
Teacher's Institute.
http://www.yale.edu/ynhti/curriculum/units/1993/1/93.01.01.x.html
See the section on Math and Block Play:
"The National Council of Teachers of Mathematics has led the current
reform in American education. According to the NCTM Standards,
mathematic concepts are introduced and taught with manipulatives,
primarily a variety of blocks. Manipulatives are used to teach all
concepts at all levels, K-12. A very important and consistent
component is a period of exploration with each new manipulative as it
is introduced. Despite resistance to change, the reforms are taking
hold, with the western and mid-western states embracing educational
reform earlier than the eastern states. New Haven has purchased a new
math series for the 1993-94 school year from the Addison-Wesley
Company, pioneers in the use of manipulatives in mathematics. We are
reminded that mathematics and manipulatives were the core of Froebel?s
reforms 170 years ago."
"According to developmental theory, concepts are best understood by
the student at the early childhood level when given concrete
representation. Blocks are used to teach the following mathematical
concepts in the Kindergarten curriculum;
more/less seriation
size categorizing
counting measuring
sets taller/shorter
addition/subtraction longer/shorter
shapes graphing
vertical/horizontal left/right
==
"The Role of Pretend Play in Children's Cognitive Development," by
Doris Bergen. Miami University. Early Childhood Research and Practice.
Volume 4 Number 1 . Spring 2002. http://ecrp.uiuc.edu/v4n1/bergen.html
"Although not specifically focused on pretense, a longitudinal study
in which preschool children were rated on the complexity of their
block play (which has a high symbolic component) and then were
followed into their high school years found (controlling for IQ and
gender) positive relationships with seventh-grade mathematical test
scores and high school measures of math grades, number of math
courses, and number of honors courses (Wolfgang, Stannard, & Jones,
2001) The researchers speculate that the reasons no relationships
were found with third- and fifth-grade test scores may be because of
the "minimum skill and memorization" tests used in those earlier
grades, and that when children developed formal operational thought
processes by seventh grade, these might build on their early play
experiences. They suggest that more researchers engage in "empirical
longitudinal research for the positions taken in the support of play
learning and curriculum" (p. 174)."
==
Read "Block play: Building a child's mind."
http://www.naeyc.org/resources/eyly/1997/04.htm
Blocks help children learn:
Socially -- "Blocks encourage children to make friends and cooperate.
Large block play may be a young child's first experience playing in a
group, while small block play may encourage an older child to work
with others in solving problems."
Physically -- "When children reach for, pick up, stack, or fit blocks
together, they build strength in their fingers and hands, and increase
eye-hand coordination. Around two, children begin to figure out which
shapes will fit where, and get a head start on understanding different
perspectives -- skills that will help them to read maps and follow
directions later on. Blocks help kindergarten and primary grade
children develop skills in design, representation, balance and
stability."
Intellectually -- "Blocks help children learn across many academic
subjects. Young children develop their vocabularies as they learn to
describe sizes, shapes, and positions. Preschoolers and
kindergarteners develop math skills by grouping, adding, subtracting
and eventually multiplying with blocks. Older children make early
experiments with gravity, balance, and geometry."
Creatively -- "Blocks offer children the chance to make their own
designs, and the satisfaction of creating structures that did not
exist before. Beginning at the age of two, children may use a variety
of blocks for pretend-play. Children may become life-sized actors in
large block structures, or use figures to create dramas in miniature
landscapes."
==
See "Blocks." Excerpt from Chapter 6, The Creative Curriculum for
Preschool, 4th edition.
http://www.teachingstrategies.com/pages/page.cfm?pageid=53
==
See "Teacher Change: Adding Block Play to a Primary Classroom," by
Dr. Mabel T. Himel. http://www.coe.uga.edu/quig/proceedings/Quig98_Proceedings/himel.html
==
You might want to get hold of the following article from the Eric Clearinghouse:
EJ635780 PS532376 - "Children Are Born Mathematicians: Promoting the
Construction of Early Mathematical Concepts in Children Under Five,"
by Eugene Geist. Publication Date: 2001.
http://ceep.crc.uiuc.edu/poptopics/project/proj-ej.html
"Argues that mathematics literacy begins at birth and that all that
children need to construct mathematics concepts for themselves are a
stimulating environment and receptive adults. Provides suggestions for
promoting emergent math for children from birth through 4 years,
including using rhythm and music, incorporating mathematics concepts
into everyday activities, using blocks and manipulatives, and using
the Project Approach."
==
From "Block Building: Opportunities for Learning." Harriet K. Cuffaro.
http://www.communityplaythings.co.uk/c/resourcesuk/articles/cpd/buildingachildsmind.htm
"The relationship between the "unit" and the other block shapes
creates an environment in which children develop motor skills and
"absorb" math concepts such as length, volume and fractions while
totally engaged in the creative freedom of block play."
"As they experiment with blocks, Maria and Maya have entered the area
of science as they learn about physical laws and reality, about
balance and the law of gravity (objects fall down). With time and the
experience of many hours of handling blocks, they will learn, as
Derick and Maritza have, how to make a steady building, how to balance
weight equally, about three-dimensionality, and about self in space.
And they will learn about the nature of wood: you can?t bend it; it
doesn?t break; no matter what you construct, blocks always retain
their original shape."
==
From "Dialogue on Early Childhood Science, Mathematics, and Technology
Education - First Experiences in Science, Mathematics, and
Technology." Science in Early Childhood: Developing and Acquiring
Fundamental Concepts and Skills. Karen K. Lind
http://www.project2061.org/publications/earlychild/online/experience/lind.htm
A reference (though not research) to block play and mathamatical
concepts can be found in the following excerpt:
"Math and science concepts and skills can be acquired as children
engage in traditional early childhood activities such as playing with
blocks, water, sand, and manipulative materials, as well as during
dramatic play, cooking, and outdoor activities. Providing young
children with opportunities to see the math and science in their
everyday activities helps them to build the basic understandings and
interest for future learning."
==
Also see "The back-to-basics block: a timeless toy that doesn't come
with instructions," by Mary Koepke Amato and Maria Mihalik Higgins.
Mothering, Summer, 1995.
http://www.findarticles.com/p/articles/mi_m0838/is_n75/ai_16741156
==
Read about the proposed MegaBloks research study:
"Mega Bloks Group Commissions First-of-its-Kind Pilot Clinical
Research Study to Validate the Positive Impact Block Play Has On
Children?s Focus, Attention, and Learning." Mega Bloks Group.
9/20/2005 http://webwire.com/ViewPressRel.asp?SESSIONID=&aId=4229
==
See "The Importance of Blocks."
http://www.aplaceofourown.org/question_detail.php?id=141
BOOKS
======
Exploring Learning : Young Children and Blockplay (Paperback)
by Pat Gura Paul Chapman Educational Publishing (April 28, 1992)
http://www.amazon.com/gp/product/185396171X/104-5815377-5056752?v=glance&n=283155&%5Fencoding=UTF8&v=glance
"In this book, the authors present an interpretative account of a
piece of collaborative action-research into children?s blockplay
during a three-year project. Children from three to seven years, early
years teachers, nursery nurses, and two members of staff of the
Froebel Institute College, Roehampton Institute, all acting as
participant observers, shared in the discovery of the blockplay."
"The purpose of the book is to show how blockplay illustrates at the
micro-level the development of the child?s understanding of, and
competence in, controlling three-dimensional space. Insights are
offered on the nature of blockplay as a non-verbal symbol system,
analogous to spoken language but with scope for representing some
ideas more powerfully than words and others, like two- and
three-dimensional visual patterning, which are unique to the medium.
Aesthetics, mathematics, the processes of science and problem-solving
are presented as part of the reality of blockplay."
==
"A Constructivist Approach to Block Play in Early Childhood," by
Judith Kieff and Karyn wellhousen.
http://www.redleafpress.org/productdetails.cfm?PC=113
"Block play has long been a part of early childhood education. This
book is a reminder of the importance of child-initiated learning such
as block play. Discusses current brain development research as it
relates to play. Uses classroom scenarios to illustrate seven stages
of block play. Separate chapters explore learning through block play
for infants and toddlers, preschool and kindergarten, and primary age.
Includes developing appropriate environments, insuring gender equity,
and making blocks work for children with special needs and abilities.
Lists, forms, charts and photos support the text."
==
More books about block play and learning can be found on the following website:
http://www.learningmaterialswork.com/shop/books_videos.html
VIDEO
======
Title: "Is Block Play Really Important?"
http://www.oznet.ksu.edu/library/famlf2/video/SV489.asp
Pub Number: SV489
Alt. Title: Better Kid Care Series
Description: How to teach math and reading skills through block play.
What to do when a tower tumbles and tears are shed. Make your own low
cost or no cost blocks.
Publication Date: April 1999
Resource Type: video
Format: VHS
Language: English
==
I hope these references are useful to your research!
Sincerely,
umiat
Search Strategy on Google and Google Scholar
block play
benefits of block play
block play and math concepts
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research AND block play |
