Building Curriculum during Block Play

Autor/in	Andrews, Nicole
Titel	Building Curriculum during Block Play
Quelle	In: Dimensions of Early Childhood, 43 (2015) 1, S.11-15 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-6177
Schlagwörter	Manipulative Materials; Play; Interaction; Kindergarten; Young Children; Thinking Skills; Problem Solving; Physics; Language Skills; Interpersonal Competence; Peer Relationship; Skill Development; Oral Language; Cooperation; Teaching Methods; Mathematics Skills; Child Development; Curriculum Development; Developmentally Appropriate Practices + Suchen Sie Ihr Suchwort? Hilfsmittel; Spiel; Interaktion; Frühe Kindheit; Denkfähigkeit; Problemlösen; Physik; Language skill; Sprachkompetenz; Interpersonale Kompetenz; Peer-Beziehungen; Kompetenzentwicklung; Qualifikationsentwicklung; Oral interpretation; Mündlicher Sprachgebrauch; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kindesentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Entwicklungsbezogene Bildung
Abstract	Blocks are not just for play! In this article, Nicole Andrews describes observing the interactions of three young boys enthusiastically engaged in the kindergarten block center of their classroom, using blocks in a building project that displayed their ability to use critical thinking skills, physics exploration, and the development of language and social skills. She observed how the children's actions demonstrated their abilities to use oral language communication, cooperative play, sharing, and problem solving during the construction of a car ramp. In explaining the benefits of blocks, she notes: (1) block building projects can be assigned for the class as a whole or to individuals; (2) blocks come in all forms and shapes, allowing children to explore both indoors and outdoor activity usages; (3) tasks can be related to specific math skills such as numeracy and geometry or other skills; and (4) assessing student abilities, likes, and dislikes can provide other opportunities for learning. This one activity is just an example of how a child-centered curriculum allows students to help their teachers build the curriculum and highlights how observing students during block play can spark a plethora of ideas! (ERIC).
Anmerkungen	Southern Early Childhood Association. PO Box 8109 Jacksonville, AR 72078. Tel: 501-221-1648. e-mail: info@seca.info; Web site: https:// www.seca.info/dimensions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06