Block Play: Spatial Language and Symbolism With Preschool and School-Aged Children

• In Event: Play Research, Practices, and Policies: Building Connections, Empowering Diverse Communities, and Improving Early Childhood Education

Abstract

Objectives and purposes: This study describes and examines the use of spatial words in a venue to advocate block play for children of all ages. Two hypotheses were examined: (H1) Children would use spatial words in guided block play and (H2) the link between early and later spatial language would become stronger with older children.

Theoretical Framework
This paper is conceptualized through socio-cultural theories of Vygotsky (1978) and an examination of Vygotsky’s (1978) assumptions related to play. According to Vygotsky (1978) play allows children to stretch themselves cognitively. Vygotsky (1978) emphasized the child as a meaning maker through verbal thought. This research focused on block play as a semiotic activity or the ability to dissociate the meaning of objects and actions from real objects and actions, and to use signs and symbols to convey meaning (Sluss & Stremmel, 2004; Author 2). Children engaged in discussions and building activities that provided opportunities to participate in social interactions with peers and teachers, as well as socially construct symbolic knowledge.

Methods, techniques, or modes of inquiry
This quantitative study is based on a teacher educator conducting research in Blockspot ™, an educational play space, to investigate the use of spatial words while building with unit blocks. The participants included: preschool age children ages 4-to-5-years of age, older children 8-to-10-years old, and 3 adults. Previous research (Ferrara, Hirsch-Pasek, Newcombe, Golinkoff & Lam, 2011; Ness & Farenga, 2007) investigated spatial skills, language, and constructive play.

Data Sources, evidence, materials
Materials included Caroline Pratt unit blocks (all sizes and shapes), a video camera, and a digital camera. Three hours of video data were collected, transcribed and coded using the University of Chicago language coding system (Cannon, Levine, & Huttenlocher, 2007). Terms described the following spatial categories: (1) spatial locations (up, down), (2) deictic terms (here, there), (3) dimension (long, tall), (4) spatial properties (curvy, straight), (5) shapes (rectangle, square), and (6) spatial properties (“turn it around”). The total number of spatial utterances (utterances containing at least one spatial word) was tallied for preschool and after school builders.

Results
H1: Preschool and after-school children did use spatial words while building with blocks. A total of 375 spatial words were produced. Categories of location (n=181) and continuous amount (n=70) predicted spatial types.
H2: A t-test was run examining preschool children’s use of spatial words with after- school children. There were no significant differences (p > .05) between the groups. Older children did produce more spatial words for categories of spatial dimensions (long, tall) and continuous amount (all, same, more) but overall there were no differences between the two groups.

Scholarly Significance
Given the current challenges to implement a play-based curriculum in EC classrooms, this study demonstrates the importance of providing constructive play in preschool and primary grades. Playing with blocks may be a means to develop the spatial abilities and problem solving linked to academic achievement, as well as the four disciplines of STEM education: science, technology, engineering, and mathematics.

Author

• Lynn E. Cohen, Long Island University - C.W. Post Campus