Chapter 13 Construction “Current interest in problem solving and brain research provides new support for integrating curriculum using blocks in both preschool

Chapter 13Construction

“Current interest in problem solving and brain research provides new support for integrating curriculum using

blocks in both preschool and primary grades”

(Starns, 2002, p. 3)©2015 Cengage Learning. All Rights Reserved.

Construction Play Block play and woodworking will help facilitate

children’s development across domains in an engaging context Children learn geometry as they name and

describe shapes, transform shapes, and describe spatial relationships

Block-building and woodworking provide natural contexts for development of early math concepts, such as number, quantity, measuring, symmetry, patterns and comparisons

Children are really creating artistic three-dimensional sculptures as they build

©2015 Cengage Learning. All Rights Reserved.

Did You Know… Researchers found a significant

relationship between preschool block performance and number of math courses taken, number of honors courses, mathematics grades achieved, and math test scores Even when controlling for IQ and gender,

preschool block performance still showed a relationship to later math performance


Construction and Literacy Children learn math vocabulary and other

descriptive language as they discuss their creations and how they solved problems they encountered while building Improve inquiry skills by asking questions and

discovering answers Make use of imagery and recall by

reproducing and recreating forms from past experiences

Writing experiences can be introduced into this work by having children draw and label construction plans of what they are going to build


Construction and Social Development Although children ages 2 and 3 build

towers and roads by themselves or next to another child, block play for preschool and primary children is a big social event that fosters lots of negotiation, problem solving, discussion, and cooperation


Blocks Purposes and objectives

Develop concepts and perceptions Whole part relations Balance skills, matching skills Problem solve Gross and fine motor development Cooperate with peers Release emotions in an acceptable way


Woodworking Purposes and objectives

Develop and improve fine and gross motor skills, eye-hand co-ordination

Encourage cooperation Creative expression, emotional release

and means of nonverbal communication Sharpen children’s senses through the

smells, textures, and sounds of woodworking

Extend concepts of inquiry


Did You Know? Woodworking provides children with

opportunities to become aware of textures and forms

Senses are sharpened as children explore the field of construction Fingers explore many textures, ears pick

out the sounds of different tools, noses test the different smells of various woods, and eyes see the many hues of wood


Developmental Stages of Block Building Carry blocks from place to place Pile one block on top of another Make block rows Use blocks to enclose a space Build block bridges Make patterns and designs Use blocks for representation


Blocks First introduced into school setting by

Froebel Types

Unit blocks Caroline Pratt

Sturdy wooden blocks Standard measurements

Hollow blocks Assorted blocks Block accessories Placement considers noise level and

traffic patterns


Woodworking This center has existed for a long time in

the early childhood classroom Sometimes these centers are not seen, or

they are underused Cost

Safety

This is not just a center for boys Place away from quiet centers


Woodworking Center Equipment and Materials

Use real tools-child sized Safety goggles Sturdy workbench All tools and materials stored and

displayed carefully


Reflect on This Have you ever wondered why people

believe that block building is a boys’ activity and that girls don’t like to play with blocks?


Construction Play in the Curriculum Construction play is a form of symbolic

play that helps children understand the world by transforming of an experience or object into a concrete representation of the event or object


Construction Play in the Curriculum As children become more skilled

builders, teachers can suggest construction projects that go along with the curriculum theme or project Scaffold learning by adding reference

books and props or taking fieldtrips to research structures, construction materials, and methods

Construction activities allow children to plan and execute ideas resulting in a concrete product that children can evaluate and improve


Construction Play in the Curriculum

Children use problem solving, negotiation skills and cooperative learning as they make decisions about what to construct and the methods to use in construction


Woodworking Offers unique

possibilities for children to experiment and investigate with real tools

Children gain math, science, and physical skills as they measure, hammer, sand, saw, drill, and glue

Safety rules and supervision are critical


Technology and Teaching: Construction Play Block play is an excellent way in which

technological processes are demonstrated Block itself becomes a technological tool because it

is an open-ended resource that offers endless possibilities in design, problem solving, and logical thinking

Manipulating blocks on a computer screen, as in Tetris, may promote the same abilities

Use a digital camera to document the sequence of children’s work in progress Upload the pictures and add captions to let children

review it as a slideshow


Diversity in Construction Play Add miniature people representing various

cultures, doll furniture, small animals, cars, trucks, boats, barges, canoes, sleds, airplanes, trains, and buses

Books and pictures of different buildings from all around the world can stimulate children to build all kinds of structures

Provide opportunities for a family member who is in construction or architectural work to share his or her time and talent with the children


Support Each and Every Child Gould and Sullivan (1999) identify the following

strategies to support each and every child in the block center: Place a basket of blocks next to each child or

pair of children Use mats or tape to define children’s building

spaces Let a child lie on a wedge while building on

the floor Allow children to build inside a large empty

appliance box


Partnerships with Parents Let parents know what children are

accomplishing through their block play and woodworking

Invite parents to participate in the block center when they drop off or pick up their children

Post or e-mail pictures of children building where parents can see them, and share dictated or written stories about the structures


Partnerships with Parents Have children show their parents the

block area when new cars or trucks and other new accessories are added

Develop an information sheet for parents including the rules for the block or woodworking areas, what children are learning in the areas, and what parents could talk about with their children in these activity areas


Guidance for Block Play Supply an adequate

number and variety of blocks

Provide ample space Store lengthwise on

labeled open shelves Guide children to

match blocks to shapes on the shelves to put them away

Let children take down their buildings with only their hands

Preserve structures, if possible, from day to day

Have a camera available for photographs

Encourage children to make signs for their structures


Guidance for Woodworking Woodworking center

requires specific rules Goggles must be worn

at all times Tools must be kept at

the workbench and used only for their designed purpose

Return the tools to the tool kit or rack when finished

Use only one tool at a time


The Teacher’s Role in Block Play Observe developmental levels

Keep in mind developmental stages

Set limits, define rules, and encourage cooperation

Inform families and document work through photographs

Guide children who never use the block center

Watch for teachable moments


Teacher Tips for Block Play Provide big pieces of paper and blue markers for children to make blueprints, both before or after building

Allow enough time for children to explore materials at their own pace

Process is important, not the result

Use pictures, books and magazines to foster creativity and language development

Watch for teachable moments that provide an opportunity for scaffolding Help children develop

new skills by building on their existing skills


The Teacher’s Role in Woodworking Practice before you supervise the children Be sure you (or another teacher) are

available the entire time to closely supervise and observe the children

Establish specific rules that are consistently reinforced Safety is always the first consideration

Focus on the process and plan for success by providing developmentally appropriate sequence of skills

Evaluate continually


Woodworking Teaching Tips Place workbench in a highly visible area

away from traffic Put workbench away from the block

area so wooden blocks are not used as wood scraps

Learn and teach children the names of all of the tools

Trace the outline of the tools on the pegboard for children to put the tools back when they are finished with them


Woodworking Teaching Tips Practice using all the tools yourself

until you are comfortable with them Limit the center to one child at a time

Add a second child later, when all children are comfortable with the tools

Goggles should always be worn Hard hats and construction aprons can

also be used


More Tips for Woodworking Start with white glue and wood

Gradually add hammers, roofing nails, soft wood, and a saw

Hammering golf tees into styrofoam or cardboard can provide an intermediate step

If a child is using a hammer for the first time, you can pound several nails halfway into the wood to get him or her started


More Tips for Woodworking Roofing nails with large heads are the

easiest for young children to use The best types of wood to use are soft

woods White pine, cedar, fir, and redwood

Lumber companies, cabinetmakers, karate schools, and hardware stores, if asked, will often donate scraps of wood

Do not use nails longer than the thickness of the wood


Documents

Chapter 13 Construction “Current interest in problem solving and brain research provides new support for integrating curriculum using blocks in both preschool