Block play and language development
The role of block play in developing children’s language through symbolic play
Associated Course:
Project summary:
An observational study of the impact of block play on children’s language development.
Introduction
This project looks at the role of block play on children’s language development. It takes into account the 12 Features of Play and the belief that play-based learning is vital in providing a high quality learning environment.
This enquiry matters because our school is piloting a ‘One-ery’, play-based pedagogy approach for our local authority. Our purpose in undertaking this work was to learn about the benefits of block play on language development.
We aim to provide a stimulating, quality learning environment for the children in our school and produce evidence showing that blocks are a much-needed resource for primary one.
Context
Dalreoch Primary School is a local authority funded school in Dumbarton, a small town near Glasgow. The majority of our children live in SIMD areas 1 and 2 and 31% of children are living in poverty which is well above the West Dunbartonshire average.
In session 2021-2022, we became part of a pilot in West Dunbartonshire, developing ‘One-ery’, play-based approaches in our Primary 1 class. When we started the project, we had 12 children in our class, however one child has moved and we currently have 11.
As teachers in an area with high levels of social deprivation, we seek to counteract this through the provision of high quality interactions with children and the development of high quality, literacy-rich environments. Covid-recovery plays an important part in the context of our setting. Children’s language development did not seem as well developed as in previous years.
The introduction of a small number of blocks into our One-ery, and the interest from the children, prompted our desire to research this area. We observed immediate and noticeable changes in both the depth and breadth of children’s language skills whilst they played with the blocks.
Methodology
We decided to include all of the children in Primary 1; initially, there were 12, but by the end of the project, we had 11 participants. We chose to undertake narrative observations as we wanted to provide children with unhurried time in which to play with the blocks. Due to the nature of our staffing, and to ensure we did not miss anything significant whilst working elsewhere, the Class Teacher and ELCO were also involved in recording observations.
Due to Covid-19 restrictions, we were unable to invite parents/carers to the classroom to see our block area. To keep families involved, we utilised online platforms to showcase our learning. The children in Primary 1 were already familiar with documenting their learning using floor books, so we decided to extend this good practice for our project. This encouraged discussion, reflection, and gave children a direct voice.
“I keep making amazing things!”
Findings
With support from our local authority, we were able to purchase a full set of large and small blocks. The children helped us rearrange the classroom to make space for a block area; children were invested in this area and excited by its creation.
The first thing we observed was that children who tended to flit from one area to another were engaged in block play for significant periods of time. We wondered if this was due to the fact that there was not an expected outcome from the adults in the room; children were free to create what they wanted. Children were given freedom with guidance; the space to create, complemented by supportive adults who were available when needed.
We noticed that some children were very keen to share their creations with an adult and some children preferred to quietly create, without the desire to provide an explanation.
Children initially struggled with tidying away the blocks after use. After observing this, we added labels to our boxes and noticed an immediate improvement. Putting the blocks away in their correct space seemed to give children a notion of completion and pattern. We also recognised that some play needed to be continued after break or lunch. By creating a space for blocks, children were able to leave their structures and return to them without huge interruption. Children had natural conversations, learning from each other and developing their communication skills. We were able to observe children representing first hand experiences and connections. One particular child has an interest in boats and was explaining to 2 others what a ‘hull’ was. This began a whole-class interest in designing boats using blocks and the writing materials we had added to the area. Children were also keen to add this learning to their individual journals.
We observed children creating structures using both the large and small blocks, adding objects from other parts of the classroom to tell their story. For example, one child added dolls, lying down inside the blocks; this was a “hospital for sick people.”
For our children, the language development was evident. Through our observations, we noticed children who did not normally interact with others gain a new sense of confidence whilst showcasing their creations. We observed quiet but reciprocal conversations taking place amongst the children who did not wish to share with an adult. Children appeared to be more engaged in their play and we could see the impact across other areas. For example, boats being drawn, painted, created with loose parts outside. This provided evidence for the holistic nature of learning and language development.
Conclusion
The overall lesson from our project was that block play has a huge role to play in children’s language development. Affording children the space and time to create is so important. Equally important is affording children the autonomy to choose if and how they wish to share their creations with adults. We believe that a play-based pedagogy with a designated block play area should be a staple in every Primary 1 classroom and, going forward, we would like to share our findings with colleagues in our local authority and beyond.
Research implications
To be completed
Practitioner enquiry
To be completed
Leadership learning
To be completed
Author and role
To be completed
Comments from other network members
What did you appreciate about this research? What forward-looking questions did it raise for you?
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Laura Grattan
25 May 2022 at 3:03 pmIt’s great to see how you observed children building on their confidence and interactions with each other. They all seemed to get great enjoyment from the Blocks and hopefully the skills will benefit other areas within P1.
Good read, thanks for sharing.
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Fiona Ferguson
25 May 2022 at 3:35 pmIt’s wonderful to see the excellent experiences being provided to learners in early years setting being extended into P1 and hopefully beyond. Play is the basis of all learning and encourages such rich language experiences. Fabulous project Michaela
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Julie Forrest
25 May 2022 at 5:21 pmWhat a wonderful project. It was fantastic to read about the interest and language that was developed through the introduction of block play. Within my own setting, we now have blocks both inside and outside, and the language, imaginative play, and risky play that these blocks have developed is amazing. Well done for a fantastic project.
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Jacqueline Myles
30 May 2022 at 4:03 pmWhat a fabulous project. Blocks is one of my all time favourite things and I was very fortunate to secure a bid for funding which enabled me to create a block play area which the whole of our school can access. I loved reading how focussed the children were during their block sessions and I am hopeful that you will be able to carry this project on into the future for many more children to experience.
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Naomi Forbes
30 May 2023 at 3:04 pmThis was interesting to read. I have read a lot about block play and the links with numeracy and STEM but have not considered the benefits to language development before.
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