A constructivist approach to block play in early childhood by Karyn Wellhousen

By Karyn Wellhousen

This new textual content offers a clean and holistic examine the continuing relevance of block play to modern-day kids. scholars of early youth schooling will enjoy the present examine, conception, thoughts and examples of block play and comparable subject matters which are the focus of this article. a whole background of block play in early formative years schooling leads the scholar to present examine on mind improvement. The textual content hyperlinks block play to studying via exploring brain-based learn and constructivist theories of studying. The function of the early formative years instructor is absolutely explored, together with organizing the study room, delivering blocks and different fabrics, and documenting the kid's studying.

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Therefore, to promote brain development and facilitate learning, it is important for early childhood educators to understand how to enrich the environments of the children whose lives they influence. Figure 2–3 summarizes major findings from neuroscience that are important for educators to consider when developing environments for young children. 30 Overview of Blocks and Learning A synthesis of the literature related to brain development points to several major constructs or “big ideas” that are useful to educators and families of young children.

16 Overview of Blocks and Learning 2. Review how Froebel’s and Hill’s childhood influenced their philosophy and teaching. Reflect on your own childhood and how it may have affected your decision to work with children and your personal philosophy toward teaching. 3. Visit three different early childhood programs to determine if blocks are present and regularly available to children. Interview the director or teacher to determine their views on the importance of blocks. , manufacturer of Froebel Gifts 2–9.

25). The normal human brain works most efficiently when periods of high levels of attention are followed by periods of lower levels of attention. Jensen (1998) suggested teachers directly engage student’s attention only 20% to 40% of the teaching time and then provide a choice of interesting activities designed to help the student process the information. Jensen stated: Teachers need to keep attentional demands to short bursts no longer than the age of their learners in minutes. For a 1st grader, that’s about 6 consecutive minutes; for a high schooler, that’s up to 15 minutes.

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