State standards require children to explain, describe, define, ask, compare and contrast, respond, and so on.
To accomplish these skills, children need an expanded expressive vocabulary to both describe and tell the use of many familiar objects and to incorporate new, less familiar or technical words in everyday conversations.
Block/Construction Building, Designing and Play offers excellent opportunities for introducing, reinforcing and expanding upon vocabulary while children are engaged in fun, hands-on experiences. While the teacher is interacting with the students during block play expanded vocabulary can be introduced and reinforced through questioning, scaffolding, and “I wonder” or “I notice” statements.
Examples of Vocabulary to Introduce/Reinforce during Block Play:
Block play can be used to challenge, scaffold, and
extend children’s learning through the intentional
placement of additional accessories.
An intentionally designed block center encourages students to construct meaning of their world, to encounter problems and discover multiple solutions, to interact and share with others, to extend their creativity and to reflect on their discoveries. -D. Honegger
Examples to intentionally design the block/construction center to incorporate academic standards: (this is just a sample…)
artificial plants, plastic animals, felt and/or material, and accessories to build habitats for the animals
Intentionally Designed Block Play for Geography journeyintoearlychildhood.com
Geography Provocations in Construction Play journeyintoearlychildhood.com
Geography: maps, road signs or the materials to make road signs, shower curtain laid out with grids, small wooden buildings or even individual cleaned out milk cartons to become buildings, Familiar signs, such as “One Way,” “School Crossing,” “Bus Stop”, “STOP”, tongue depressors for making fences, door and dresser knobs, small vehicles
Intentionally Designed Block Play with Natural Elements journeyintoearlychildhood.com
Earth and environment: natural materials such as acorns, shells, rocks, pinecones, wood cookies, stumps, and twigs. Stumps are great for encouraging vertical building.
Intentionally Designed Block Play Incorporating Visual Arts journeyintoearlychildhood.com
Visual Arts: clipboard with markers, colored pencils to add designs to the structures and/or to make a “blueprint” or map of the structure.
Geometry: 3D shapes (which rolls the best on a ramp- a cube, a sphere, a cone, a cylinder, etc.), tin cans, flat pieces such as a ceiling fan blade, long sticks (discuss parallel, perpendicular, diagonal, horizontal and vertical lines), tile or linoleum samples, PCV pipes. canning jar lids
Intentionally Designed Block Center Physical Science journeyintoearlychildhood.com
Intentionally Designed Block Play Wide Range of Cognitive Skills journeyintoearlychildhood.com
Wide Range of Cognitive and Developmental Skills: hard hats, food containers, dollhouse people, steering wheel and any other materials that will encourage dramatic play within blocks to move students building, design, and play to a more complex level
Four and five-year-old children are very capable and independent. If manila and colored construction paper, a few crayons, scissors, masking tape, and string are always available in or near the block corner, the children will begin to make their own signs and draw trees, people, and other things they need, thereby using their imagination in a constructive, purposeful way.
Note: The above lists are simply suggestions. Obviously, no teacher will ever put out all these accessories at once. However, the larger your supply of odds and ends, the better you will be able to help the children in the block corner when they begin to need accessories for specific purposes.