| Early childhood people talk a lot about using blocks in | | | | to develop and add to their projects. Elevators, |
| the classroom. Almost all-educational conferences | | | | plumbing systems and lighting systems will definitely |
| include seminars to help teachers setup and use great | | | | begin to appear as well as handwritten sign on their |
| block centers. And judging by the teacher response, | | | | stores. |
| there is great enthusiasm for learning about how to | | | | After children have invested so much time developing |
| setup a great block area in the classroom. | | | | their building project it’s really advantageous to |
| Actually we should begin by not thinking of them as | | | | record it through photography. The class may decide |
| block centers. Somehow limiting it to a name that | | | | to keep a photo journal of all the projects they build |
| represents pieces of wooden shapes just doesn’t | | | | during the year. It’s also fun to videotape the |
| tell the tale. We might want to think of them as | | | | building’s progress and review it later with the class. |
| elementary centers for the study of geometry and | | | | Working in the block corner requires planning, patience, |
| physics. Sounds silly? Maybe not. | | | | sharing and imagination. The child learns to develop a |
| Most classrooms will be equipped with the | | | | thought. Then, usually with the cooperation of |
| mathematically correct blocks for building. They’re | | | | classmates, learns to develop his plan to bring that |
| usually purchased from the standard school supply | | | | thought to reality. Along the way, as in grownup life, |
| catalog. They’re designed to help children discover | | | | there will be times when compromises and |
| the mathematical relationships to each other. Print | | | | adjustments must be made. Another learning moment. |
| friendly block centers will have labels and pictures so | | | | The child has the opportunity to move: from the |
| children can easily sort blocks and return them to their | | | | abstract to the concrete. Then, the child has the |
| appropriate storage space after play is done. | | | | opportunity to move from the concrete (when |
| But what really brings a block center to life is an ample | | | | something didn’t work they way he expected it to |
| supply of accessories. People, street signs, boats, | | | | and an adjustment is necessary) to the |
| trains, and airplanes make creative building exciting. | | | | abstract…back to the drawing board. |
| Adding levers and pulleys for the children to use brings | | | | Sometimes teachers express how much effort it |
| about a burst of building on another level. Suddenly | | | | takes to keep all the blocks looking neat in the |
| internal building construction is possible as the children | | | | classroom, or cites a child who inappropriately throws |
| create elevators and use pulleys to construct their | | | | blocks across the room. All these are legitimate |
| buildings. Adding water, yes water, to the block center | | | | classroom managerial concerns. |
| helps children solve problems creating bridges. This is | | | | Nevertheless, just as Rome wasn’t built in a day, |
| getting to be fun now. Have any batteries they can | | | | the teacher doesn’t have to develop the block |
| use to rig up a lighting system in their buildings? | | | | corner in a day. Blocks and their accessories may be |
| One of the major educational suppliers now offers | | | | introduced as the children have time to learn how to |
| accessory blocks in the shapes of familiar skylines | | | | work with them. Block corners can and should evolve. |
| from around the world. There’s just no limit to the | | | | Allowing children the time and space to physically |
| building potential here as well as learning about other | | | | manipulate their world lays a strong foundation for all |
| people in distant lands. | | | | necessary academic and social skills. Learning how the |
| While few schools have the space, having a dedicated | | | | physical world works and explaining it to ourselves and |
| block room is something to fight for. There the building | | | | others can come from a rich block corner experience. |
| can go on day after day with children having the time | | | | |