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Learning Through Block Play

Loads of learning happens through block play in early childhood!

LEARNING CENTERS

Our classrooms are set up in learning centers that promote open-ended exploration.

  • Low, open shelves allow children to access materials independently.
  • Small, open baskets of toys are sorted by type and labeled with pictures to support intentional decision making. Children can  find what they need to execute an idea and help keep the materials organized.
  • Our Block Center is typically the biggest learning center in our rooms! In it, you’ll find:
    • enough room for 4-5 children to build at a time
    • at least 3 types of blocks and block accessories (people, animals, cars)
    • protection from foot traffic
    • children always busy at play!
  • We like to keep loose parts by our block shelves to stimulate curiosity:
    • Wood cookies
    • Rocks
    • Twigs
    • Gems

OUR FAVORITE BLOCKS

Unit Blocks: Unit blocks are wooden blocks designed in standard, proportional sizes—like half, double, and whole units. As children build, they naturally explore math concepts like measurement, balance, and fractions through play.

Hollow Blocks: These large, lightweight wooden blocks invite full-body movement and teamwork, strengthening gross motor skills, spatial awareness, and problem-solving as kids bring BIG ideas to life.

Sensory Blocks: These whimsical blocks engage the senses with textures, colors, sounds, and light, stimulating curiosity, language development and science concepts through play.

Ideas for Blocks Accessories (People, Cars, Animals): 

Accessories to Enhance STEAM Learning in Block Play: 

STAGES OF BLOCK PLAY

  • Carrying: Blocks are explored through the senses of touch, sight, taste, and sound before building begins! In this stage, blocks are carried, clanked together, and dumped from bins. 
  • Stacking: Children begin to put blocks on top of each other to form towers or line them up to make rows.
  • Bridging: Children start to connect two vertical blocks with a third block to form a bridge or passageway.
  • Enclosures: Building walls to create enclosed spaces, such as fences or rooms for pretend play, becomes a focus.
  • Patterns and Symmetry: Children begin to experiment with patterns and symmetry, using blocks to create more complex and balanced designs.
  • Representation: The focus shifts to building structures that represent objects or places from the real world, like a house or garage, and often involves naming the creation. Later representation involves more complex, detailed, and imaginative structures that show a deeper understanding of real-world buildings and environments.

OPEN-ENDED CONVERSATIONS TO SUPPORT LEARNING

To Encourage Reflection & Problem Solving

  • “I see you used a lot of blocks! What are you building?”
  • “That’s an interesting shape—what made you decide to put those pieces together?
  • “How did you get it to stay up like that?”
  • “Hmm, that tower fell down. What could you try differently?”
  • “What else could you use to make that taller or stronger?”
  • “I noticed that this block keeps slipping—what do you think would help it stay?”
  • “What happens if you turn that block a different way?”
  • “How did you solve the problem when your blocks didn’t fit?”

To Support Social Interaction:

  • “How are you and your friend working together on this?”
  • “What’s your job in the team? What’s your friend’s job?”
  • “How did you decide who would build what?”
  • “What could you say to ask your friend for a block?”
  • “You can let your friend know, ‘I’m using these blocks, but you can have a turn when I’m done!”

To Support STEAM Concept Development:

  • “What do you notice about the way the blocks are stacking?”
  • “What do you think will happen if we put a heavy block on top?”
  • “Why do you think the tower fell down? How can we change it so it doesn’t fall next time?”
  • “You used some big blocks and some small ones—can you tell me more about your choices?”
  • “What does this part of your structure do?”
  • “How did you decide what to build?”
  • “Can you think of another way to build this?”
  • “What do you want your structure to look like?”
  • “How are you decorating or designing your structure?”
  • “What story does your block creation tell?”
  • “What shapes are you using in your building?”
  • “How might you build something the same height as this?”
  • “How many more blocks do you need to make it taller than mine?”

Tips:

  • Focus on the process, not just the product (“You worked really hard stacking those!” rather than “Good job!”).
  • Use specific observations (“You balanced the red block right on the edge!”).
  • Let children lead the conversation—your role is to prompt curiosity and storytelling.

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