By Karyn Wellhousen
This new textual content offers a clean and holistic examine the continuing relevance of block play to cutting-edge young children. scholars of early formative years schooling will enjoy the present learn, concept, techniques and examples of block play and similar themes which are the main target of this article. an entire historical past of block play in early early life schooling leads the scholar to present learn on mind improvement. The textual content hyperlinks block play to studying by way of exploring brain-based study and constructivist theories of studying. The position of the early youth instructor is totally explored, together with organizing the study room, offering blocks and different fabrics, and documenting the kid's studying.
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Additional info for A constructivist approach to block play in early childhood
107–108) At first, it may appear that elements of enriched environments simply represent what is common-sense parenting and teaching, and that impoverished environments represent extreme conditions in our homes and schools. However, Diamond and Hopson (1998) painted a realistic picture of the day-to-day conditions of many children living in contemporary society: It doesn’t take an orphanage scene from David Copperfield to qualify as an impoverished environment. All it takes is a toddler sitting alone and passive for hours in front of a television set, dreaming eyes of wonder glazed over, imagination shelved, exploratory energy on hold.
2. Observe young children at play with blocks. Write a running record of the children’s actions and conversations during the play episode. Review your record and find events within the episode that could be described as repetition strategies or neural rest. Describe events that challenged the children. What conclusions can you draw from these observations? 3. Review the daily schedule of a program for young children. With a red pen, highlight times when children are indirectly challenged. With a green pen, highlight times when children are directly challenged.
New York: Teachers College Press. 18 Overview of Blocks and Learning Winsor, C. (1996). Blocks as a material for learning through play. In E. ), The block book (pp. 1–8). Washington, DC: National Association for the Education of Young Children. Wortham, S. (1992). Childhood 1892–1992. Wheaton, MD: Association for Childhood Education International. Wright, F. L. (1977). An autobiography. New York: Duell, Sloan, and Pearce. Wright, F. L. (1957). A testament. New York: Horizon Press. C H A P T E R 2 Brain Development and Learning Guiding Questions ■ What effect does emotion, repetition, challenge, and rest have on the brain development of young children?
A constructivist approach to block play in early childhood by Karyn Wellhousen