So, how does the block are relate to math?

Blocks are the visual representation of geometric concepts. Blocks can be any size, from very small cubes to large wooden hollow blocks. They come in almost every shape available and are three dimensional; such as squares, triangles, ramps, planks, tubes, columns, arches, rectangles, cubes, spheres, half circles, etc.  By using blocks, children are actively and physically creating what they see in their minds, using spatial relationships, balance, weight, height, form of measurement, sorting, fractions and so much more. It becomes a chance for every child to become a master architect and construction foreman. Besides, building with blocks is so much more fun than matching shapes on paper.

So, how does the block area then relate to social and emotional development?

When children are gathered in the block area, building with the physical representation of geometric concepts, they are also interacting with one another. Being a shared space in most early childhood environments, block areas are often large and can accommodate between 4-6 children. The blocks are divided up between children or children work together with one common set. Negotiations take place when children both want the same plank. Children are able to take turns to each put a block on the growing tower before it falls down and everyone cheers. When building a farm with blocks and plastic farm animals, children take on roles of being the farmer or the anxious animals waiting for their food. Cars come alive as children race them on the ramps and planks, cheering each other on as they race to the finish line.  Ultimately, children interact with one another on a common and shared space to create, negotiate, problem solve, imagine and build their dream creation. Blocks are play at its finest.  Play is the best method of learning and experiencing social and emotional development.  Block play allows the seamless integration of social and emotional development and cognitive development every time.

Over the next few weeks, I am going to write about some of the areas of the museum, especially those connected to early math learning.

One of the first things I noticed was the sheer quantity of toys specifially designed for open-ended construction play.  Everything from Legos to large wooden blocks are placed strategically throughout the museum.  You can also see how these “types” of toys exist in other areas of the world.

These are very simple blocks with nongender specific figures that can be arranged and designed in an infinite array of scenes.  Here, the blocks are set up as a playground area, but they could depict anything a child’s imagination can create.These blocks are much older but you can see how they are not unlike the newer version.  I love the wooden carry box and the endless possibilities for open-ended play this set provided for children a century and a half ago.

The museum is very careful to remind guests that many of these toys were not available to most people.  Only people with disposable income might buy these toys for their children or a set, like the one above, might be a gift for a many children at Christmas time, for example.

Open-ended construction manipulatives are grounded in early math concepts.  As children manipulate these block sets, they consider their attributes (and therefore, their uses), the spatial requirements for placement and utility, the quantity of available pieces…. the list goes on.

Next week, I will share some photos of nesting blocks, Froebel’s gifts, and doll houses.