Building blocks of learning: free wooden blocks for young children

Abstract

This thesis explores the possibility of the development of a new set of blocks. It argues that there is a need for a set of free wooden blocks to be designed which incorporates many of the qualities of pre-existing block sets, offering children a more diverse range of potential learning experiences. Free wooden blocks are defined in this thesis as pieces of wood with smooth sides. They fit together with neither the imposition nor the support of interlocking qualities. The current curriculum context in Aotearoa New Zealand is outlined, and the principles of the curriculum document - Te Whaariki - are described. Free wooden blocks are positioned within this context as one of the materials or things with which children engage in "responsive and reciprocal relationships" (Ministry of Education, 1996, p. 43). Detailed descriptions of the shapes and sizes of the blocks from a number of different sets of free wooden blocks are given, together with a consideration of the potential learning experiences which these sets of blocks offer children. The sets selected are those commonly available to children in this country (e.g., multiple unit blocks and blocks from the Montessori sensorial materials), some blocks on which these sets may have been based (e.g., cubes, and blocks from Froebel's Gifts) and some anomalies to prompt different considerations (e.g., golden mean blocks and organically shaped forms). Critical evaluation of the block sets reveals a vast array of many different blocks, some of which have features in common with some other blocks, yet there is very little coherence between all of the different blocks with which a child may play. A consideration of this, together with children's potential learning from their experiences with blocks, leads to the proposition of a conceptual design of a new set of free wooden blocks. This new set of blocks spans a wide range of sizes and includes both hollow and solid blocks. Every block within the new set relates to others in simple proportions, either across the whole set, or as a subset within the set of free wooden blocks. This conceptual design of a new set of free wooden blocks focuses attention on a traditional Western curriculum material at a time when such things could be usurped by a narrow, learning outcome approach to curriculum. The place of blocks within the context of Te Whaariki is highlighted, and areas for further research into blocks are outlined, especially with regard to this conceptual design of a new set of free wooden blocks.