Technology and Block Play

This week I have observed R taking an interest in blocks.  What started as a small amount of blocks with simple arrangements has now developed into intricate designs, sometimes built in a confined space upwards and sometimes extending in a long line across the room.  The Ministry of Education (1995) describes technology as “a creative, purposeful activity aimed at meeting needs and opportunities through the development of products, systems, or environments. Knowledge, skills, and resources are combined to help solve practical problems” (p.6).

Block play is an excellent way in which technological processes are demonstrated and the block itself becomes a technological tool because it is an open ended resource that offers endless possibilities in design, problem solving and logical thinking (Rogers & Russo, 2003).  R repeatedly played with blocks over extended periods of time and days which enabled him to gain knowledge about the properties of blocks (what they can and can’t do).  As he worked with the blocks, R was also developing skill in balance, manipulation and design and so as the days passed, he was able to combine his newfound knowledge and skills to develop more intricate and elaborate designs. 

When we think of designing something, we usually sketch something out to see how it looks but young children that have not developed drawing skills cannot do this.  This does not mean that they are not thinking of how they want it to be (Fleer, 2000).  This is evident in R’s play.  He becomes very protective of his work when others try to join him saying “No, thats not where it goes” (when another child adds a block) or he sometimes screams “LEAVE IT!!”  R has set his own goals and he needs time and space in order to fully explore his ideas and create his vision.  As he does this, he draws on his creativity as well as problem solving which he does using trial and error as he places and replaces blocks until he is satisfied.  Rogers & Russo (2003) suggest that when children work with blocks “they are engaged with using materials, designing, proposing alternatives, modifying and appraising” (p.18).  These are all characteristics of technological processes (Ministry of Education, 1995).

When R plays alone with the blocks, he is deep in thought and concentrates hard on what he is doing and seldom likes to be disturbed.  This does not mean he doesn’t like to play with anyone else though!   When he chooses to work with his peers, he is much more co-operative and works together with his friends to make wonderful creations.

As R and his friends work together, the technological processes occurring encourages “risk taking, lateral and divergent thinking, the development of multiple solutions to problems, trial and error, teamwork, and the management of resources effectively and efficiently” (Ministry of Education, 1995, p.8)

When R plays with others during block play, lots of conversation occurs as the children plan, negotiate and build.   Medway (1994) suggests that “the ability to use language is central to children’s technological capability” (as cited in Fleer, 2000, p.45).  I have been amazed at the creativity, imagination and detail that R has continued to develop through his block play and now I have discovered that technological tools and processes are abundant in block play.  It has made me look at the blocks in a completely different light now.  Maybe this blog has also allowed you to think differently about them too.