The Place of Blocks in the Early Childhood Curriculum: Do We Need a New Set of Free Wooden Blocks?

Abstract

The central place of blocks as important and valuable materials in Western early childhood settings is well established. Literature includes statements that comment on both the value of block play for individual children, and the central place of blocks within group settings. Fry (1992) has noted "the quality of the child absorbed in self initiated block play activity, and the warm satisfied smiles of achievement and recognition" (p. 3), and Stritzel (1995) has posited that the "block center can be the most exciting place in the early childhood classroom" (p. 42). Blocks have been considered "the most useful and versatile ...toy or product ...in an early childhood program" (Karges-Bone, 1991, p. 5). In particular, multiple unit blocks' have been noted as the most important (Starks, 1960), the most useful and the most used equipment (Kinsman & Berk, 1979, cited in Fry, 1992), as well as being accepted in varied settings internationally as "one of the finest learning tools available to children" (Cartwright, 1988, p. 44).

In this paper I argue that there is a case for a new set of free wooden blocks for infants, toddlers and young children. I have chosen the term free wooden blocks to indicate pieces of wood which can be freely placed together. This paper provides a brief outline of literature relating to such blocks and discusses the place of blocks in the current curriculum context of Te Whariki. The place of blocks as a traditional play material within Te Whariki is exemplified through an exploration of the strand of well-being. A conceptual design of a new set of free wooden blocks is then proposed.