The best ‘toys’ for young children are not the expensive and sophisticated things to be seen in high street shops but simple open ended resources like wooden blocks. The great pioneer of early childhood education, Friedrich Froebel recognised this. He introduced small sets of blocks called the ‘gifts’. These have tended to be used in a relatively prescriptive way even though Froebel was the father of children’s learning through play. Second to him the most important influence in children’s block play was Caroline Pratt, an American working in New York at the turn of the century. She designed the unit blocks that have continued to be available to the present day. She also developed the much larger blocks devised by Patty Smith Hill in the 1870s that have evolved into the hollow blocks which continue to be commercially produced.
Hollow blocks follow the same pattern of the more familiar unit block system: there is a standard hollow block and then a half size and double length and so on. This means that all the blocks ‘fit’ with each other. The distinctive feature of hollow blocks is that they are big. The size means that they are very popular and of special value to little people.
In addition to the unit blocks and hollow blocks, there are a small variant: ‘mini blocks’. The difference is really only a matter of size. Also in many primary class rooms there can be found the so-called ‘poleidoblocs’ which are small coloured blocks which include cones, pyramids and triangular prisms as well as cubes, cuboids and cylinders. Then there are specialist systems of blocks used in teaching mathematics in schools such as Cuisinnaire Rods and Dienes’ blocks. We must not forget the deliberately designed Montessori blocks and the universally recognised plastic development of Lego and its variants. Then lastly we may recognise features of block work in children’s play with builder’s bricks, delivery crates and (the beloved) cardboard box.
The open-ended plain block systems are by far the most useful. Lego and bricks that clip together have their uses, but it is a great shame that they are now being marketed in packs with components designed to be assembled to make up specific models. We want materials that will give opportunity for the exercise and development of children’s creativity. Children should be given the chance to freely explore, experiment and design. The potential is endless.
The variety of types of block that are still available today is suggestive of the great appeal to the young and of the educational value of this resource. Every area of child development is addressed. The block centre in the nursery will be a place where social skills are developed as children cooperate with each other. Language is practised as children learn to express ideas like ‘balance’ that they discover as they experiment with putting blocks on top of each other.
There are clearly defined stages of block play. The very youngest of children will just feel and smell and even explore the materials with the mouth. Building towers will soon feature, and then they will eventually come the stage of representing buildings or roads for small world imaginative play using figures or cars as resources that supplement the blocks.
The potential of representation is immense. Children may portray what they have seen. For example, a great monument or historic building such as Stonehenge or Sissinghurst Castle. It may involve planning and children can be encouraged to draw plans as part of block building.
There is distinctive value to large hollow blocks. With these it is possible to make things that the children can get on or into — they make child-sized vehicles, rooms, platforms and environments. Blocks then may enhance role-play. Hollow blocks are heavy and cumbersome which makes them physically demanding for the young to manipulate and transport. Strength and physical skills are developed as children heave around challenging loads. Caroline Pratt’s hollow blocks had the sides all covered so that there remained no ‘handle’ which, were it there, would have made picking them up easier.
As a general rule different systems of blocks should not be mixed. Each system has its own place and usefulness. Nevertheless, sometimes a mini-block may help solve a difficult design issue arising when using unit blocks. Or a platform formed by hollow blocks may help a child to get up high enough to complete a tower that has exceeded his own reach. There is problem solving at every level.
That brings us to a chief and obvious value of blocks in the realm of mathematical skills. Children may line up blocks and count them as a self initiated activity. They will be found sorting blocks as part of play, or in deed as they carefully put them away on labelled shelves. They learn the names of shapes from a ‘knowledgeable other’ and properties of shapes from experiment. For example, a cylinder and a cone may both be rolled on a flat surface, or two cylinders of different diameter. Measure is discovered as the relative size of unit blocks are compared or as the height of a tower is discussed.
Finally and importantly, we should not overlook the essential spirituality of children’s play with blocks. Froebel saw all play as spiritual: “Play is the purest most spiritual activity of man at this stage and at the same time, typical of human life as a whole …. It gives, therefore joy, contentment, inner and outer rest, peace with the world. It holds the source of all that is good.” Blocks are very special in this regard. Plain and unembellished wooden blocks, per se, bring the young in touch with nature. They handle what may have taken years or decades to grow and what has then been skilfully fashioned. There is a wonderful cleanness and purity about this resource. As children order, design and construct, they are involved in the work of God Himself who has brought order out of chaos in the creation — the Lord who is the first and greatest architect and artist. When God came to the end of His creation He had a satisfaction (the divine complacency) expressed in the words of Genesis 1.31: “It was very good”. The work of the child is a very, very pale reflection of the divine work, and the satisfaction slight in comparison with the great contentment of the Lord, but nevertheless it is a satisfaction of the same kind. What bliss.
Hollow blocks follow the same pattern of the more familiar unit block system: there is a standard hollow block and then a half size and double length and so on. This means that all the blocks ‘fit’ with each other. The distinctive feature of hollow blocks is that they are big. The size means that they are very popular and of special value to little people.
In addition to the unit blocks and hollow blocks, there are a small variant: ‘mini blocks’. The difference is really only a matter of size. Also in many primary class rooms there can be found the so-called ‘poleidoblocs’ which are small coloured blocks which include cones, pyramids and triangular prisms as well as cubes, cuboids and cylinders. Then there are specialist systems of blocks used in teaching mathematics in schools such as Cuisinnaire Rods and Dienes’ blocks. We must not forget the deliberately designed Montessori blocks and the universally recognised plastic development of Lego and its variants. Then lastly we may recognise features of block work in children’s play with builder’s bricks, delivery crates and (the beloved) cardboard box.
The open-ended plain block systems are by far the most useful. Lego and bricks that clip together have their uses, but it is a great shame that they are now being marketed in packs with components designed to be assembled to make up specific models. We want materials that will give opportunity for the exercise and development of children’s creativity. Children should be given the chance to freely explore, experiment and design. The potential is endless.
The variety of types of block that are still available today is suggestive of the great appeal to the young and of the educational value of this resource. Every area of child development is addressed. The block centre in the nursery will be a place where social skills are developed as children cooperate with each other. Language is practised as children learn to express ideas like ‘balance’ that they discover as they experiment with putting blocks on top of each other.
There are clearly defined stages of block play. The very youngest of children will just feel and smell and even explore the materials with the mouth. Building towers will soon feature, and then they will eventually come the stage of representing buildings or roads for small world imaginative play using figures or cars as resources that supplement the blocks.
The potential of representation is immense. Children may portray what they have seen. For example, a great monument or historic building such as Stonehenge or Sissinghurst Castle. It may involve planning and children can be encouraged to draw plans as part of block building.
There is distinctive value to large hollow blocks. With these it is possible to make things that the children can get on or into — they make child-sized vehicles, rooms, platforms and environments. Blocks then may enhance role-play. Hollow blocks are heavy and cumbersome which makes them physically demanding for the young to manipulate and transport. Strength and physical skills are developed as children heave around challenging loads. Caroline Pratt’s hollow blocks had the sides all covered so that there remained no ‘handle’ which, were it there, would have made picking them up easier.
As a general rule different systems of blocks should not be mixed. Each system has its own place and usefulness. Nevertheless, sometimes a mini-block may help solve a difficult design issue arising when using unit blocks. Or a platform formed by hollow blocks may help a child to get up high enough to complete a tower that has exceeded his own reach. There is problem solving at every level.
That brings us to a chief and obvious value of blocks in the realm of mathematical skills. Children may line up blocks and count them as a self initiated activity. They will be found sorting blocks as part of play, or in deed as they carefully put them away on labelled shelves. They learn the names of shapes from a ‘knowledgeable other’ and properties of shapes from experiment. For example, a cylinder and a cone may both be rolled on a flat surface, or two cylinders of different diameter. Measure is discovered as the relative size of unit blocks are compared or as the height of a tower is discussed.
Finally and importantly, we should not overlook the essential spirituality of children’s play with blocks. Froebel saw all play as spiritual: “Play is the purest most spiritual activity of man at this stage and at the same time, typical of human life as a whole …. It gives, therefore joy, contentment, inner and outer rest, peace with the world. It holds the source of all that is good.” Blocks are very special in this regard. Plain and unembellished wooden blocks, per se, bring the young in touch with nature. They handle what may have taken years or decades to grow and what has then been skilfully fashioned. There is a wonderful cleanness and purity about this resource. As children order, design and construct, they are involved in the work of God Himself who has brought order out of chaos in the creation — the Lord who is the first and greatest architect and artist. When God came to the end of His creation He had a satisfaction (the divine complacency) expressed in the words of Genesis 1.31: “It was very good”. The work of the child is a very, very pale reflection of the divine work, and the satisfaction slight in comparison with the great contentment of the Lord, but nevertheless it is a satisfaction of the same kind. What bliss.
Questions for those working with young children:
1. Are blocks part of the continuous provision offered?
2. Is there access to more than one type of block?
3. Is there access to blocks inside and outside?
4. Do children have adult support in their block play?
5. Are the learning opportunities and achievements with blocks being recognised?
Bibliography Froebel, Friedrich, The Education of Man, Dover (2005) – a standard text for those interest in the work of this pioneer of early childhood education.
Gura, Pat, ed., Exploring Learning, Paul Chapman ((1992) – a thorough account of blockplay resulting from an important research project.
Hirsch, Elisabeth S, ed., The Block Book, National Association for the Education of Young Children (1984) – a classic text on the subject.
Jenner, Frances, Block Play – a guide for the Early Years Foundation Stage practitioners, Suffolk County Council (2010) – a short but valuable introduction.
MacDonald, Sharon, Block Play – the complete guide, Gryphon House (2009) – a practical guide for those working with young children.
Wellhousen, Karyn, A Constructivist Approach to Block Play in Early Childhood, Delmar (2001) – a thorough and comprehensive account of blockplay.
1. Are blocks part of the continuous provision offered?
2. Is there access to more than one type of block?
3. Is there access to blocks inside and outside?
4. Do children have adult support in their block play?
5. Are the learning opportunities and achievements with blocks being recognised?
Bibliography Froebel, Friedrich, The Education of Man, Dover (2005) – a standard text for those interest in the work of this pioneer of early childhood education.
Gura, Pat, ed., Exploring Learning, Paul Chapman ((1992) – a thorough account of blockplay resulting from an important research project.
Hirsch, Elisabeth S, ed., The Block Book, National Association for the Education of Young Children (1984) – a classic text on the subject.
Jenner, Frances, Block Play – a guide for the Early Years Foundation Stage practitioners, Suffolk County Council (2010) – a short but valuable introduction.
MacDonald, Sharon, Block Play – the complete guide, Gryphon House (2009) – a practical guide for those working with young children.
Wellhousen, Karyn, A Constructivist Approach to Block Play in Early Childhood, Delmar (2001) – a thorough and comprehensive account of blockplay.