A constructivist approach to block play in early childhood by Karyn Wellhousen

By Karyn Wellhousen

This new textual content presents a clean and holistic examine the ongoing relevance of block play to modern teenagers. scholars of early early life schooling will enjoy the present learn, thought, options and examples of block play and similar issues which are the focus of this article. a whole background of block play in early youth schooling leads the coed to present study on mind improvement. The textual content hyperlinks block play to studying via exploring brain-based learn and constructivist theories of studying. The position of the early formative years instructor is totally explored, together with organizing the study room, supplying blocks and different fabrics, and documenting the kid's studying.

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1997). Kindergarten—It isn’t what it used to be: Getting your child ready for the positive experience of education. Los Angeles: Lowell House. Hill, P. (1999). Kindergarten. In K. Paciorek & J. ), Sources: Notable selections in early childhood education (2nd edition) pp. 81–90. Guilford, CT: Brown & Benchmark. Johnson, H. (1996). The art of blockbuilding. In E. ), The block book (pp. 9–25). Washington, DC: National Association for the Education of Young Children. Korver, J. (1985). The Froebel gifts: A guide to gifts 2–6.

According to Hill, the advantages of the larger blocks, and other homemade equipment typical to the kindergarten of her day (such as wooden kegs loaded with explosive powder) were that they required children to use large muscles and physical strength. Another advantage of the blocks was that, to build with the cumbersome materials, they typically required cooperation between two or more children (Fowlkes, 1984). The Patty Smith Hill blocks, as they were known, used a peg, hole, and groove system, which kept the blocks in place but eliminated the need for children to experiment with balance and stability (see Figure 1–4).

Brain research manifests importance of first years. The News & Observer, 42–57. Spodek, B. (1986). Today’s kindergarten: Exploring the knowledge base, expanding the curriculum. New York: Teachers College Press. , & Alward, K. (1993). Play at the center of the curriculum. New York: Merrill. Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. , & Brandt, R. (1998). What do we know from brain research. Educational Leadership, 56(3), 8–13.

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