Findings

The research findings discuss the views of the practitioners directly involved in this project. It focuses on their observations as they used block play to support Froebelian principles and practices to enhance the learning experiences of children within their settings.

Close analysis of the data indicated that all practitioners witnessed high levels of engagement in the block play spaces and classes during their observations. The focus group feedback indicated that the block play spaces, developed by practitioners, enhanced the continuous provision of play in both primary one and two settings. Practitioners observed children working independently and collaboratively to create symbolic representations, complex structures, and their own narrations. Furthermore, the mathematical ideas which the children explored with the blocks fascinated the adults. Practitioners reported that the children were now demonstrating more sophisticated block play by incorporating pattern and symmetry into their designs in comparison to their observations prior to the enhancements. The children had previously been observed carrying and stacking blocks and using them to bridges and enclosures. However, the children were now creating complex structures to express their ideas.

Practitioners reported that prior to developing the block play spaces in relation to this research, the provision for block play was limited. The developments and enhancements have improved the experiences by providing the children with endless possibilities to create and to work collaboratively, particularly in the upper stages where children initially found it difficult to compromise and negotiate when solving design problems. Some practitioners reported improvements in children’s social interactions and talking and listening skills. They witnessed children persevering and making good attempts to work collaboratively. One practitioner was particularly surprised at how far the blocks could take the children’s learning and now realises the benefit of block play and how this resource can be transferred to different curricular areas to develop a range of skills. Tovey (2017) refers to Froebel’s theory that blocks bring together all areas of learning in a meaningful way. The children in the upper stages challenged the misconception that blocks can only be used in the early years as the primary six teacher reported on how children were able to self-differentiate and create their own challenges to demonstrate higher order thinking skills.

Discussion points from the focus group referenced inequalities surrounding gender. The participants felt that the boys in the primary one setting predominately visited the block space before the new enhancements were introduced and therefore creating a gender imbalance. Additionally, prior to the enhancements, the boys seemed interested in stacking the blocks to create towers. Practitioners felt that the children’s interactions were confined to the early stages of block play. However, new developments have provided the children with endless possibilities when exploring and using the blocks and ‘opened-up the blocks to new learners’ (anonymous). Practitioners have witnessed higher levels of engagement from the girls and more sophisticated block play from the boys. The girls have been observed using the large hollow blocks to create symbolic structures, such as castles, shops and houses, which they use whilst inventing imaginary situations during their role-play. Enhancing the unit blocks has provided the boys with more open-ended materials to compliment and decorate their structures and create patterns.

Further discussion during the focus group highlighted how using the Froebelian principles and practices to implement block play had supported practitioners throughout this journey.  The ability to reflect on the theory surrounding block play gave practitioners some direction as to how to provide high quality opportunities and enhancements for child-initiated learning. One practitioner commented that having the Froebelian principles and practices to guide her practice gave her permission to drive child-initiated learning forward. Placing the child at the centre of her practice and having the knowledge to do so was, ‘liberating’ (Anonymous).  Another described utilising the Froebelian principles and practices as a means of providing practitioners with the vocabulary to express how they feel children should learn. ‘We have been introduced to Froebelian principles and practices through implementing block play and we now see that children should have autonomy in their learning. We value child-initiated play. Children should have freedom to explore their own learning and make sense of their world. Children learn organically through play and from their peers. We should provide an organic curriculum around the child, a developmentally appropriate curriculum which breaks down barriers to learning in a traditional classroom. One where children clarify their learning and have opportunities to grow and develop at their own pace.’ (Anonymous).

Overall, practitioners agreed that participating in this research has raised their awareness of Froebelian principles and practices. They can see that an open-ended resource, such as the blocks, can create many opportunities to allow children to use their imagination as they transfer skills to many areas and spaces. Implementing block play was a starting point and they now feel inspired and better equipped to develop their practices further.

Conclusion

In conclusion, this research project used Froebelian principles and practice, alongside relevant literature, and pedagogical theory, to maximise the potential of block play beyond the nursery setting. Practitioners anticipated that providing opportunities for block play would enhance the continuous provision of play in the early primary stages and were therefore enthusiastic about developing and enhancing block play at their stages. In comparison, there was apprehension about implementing this resource with older children in the same establishment. Implementing affording spaces in each setting was costly. However, as they are open-ended, transferable, and sustainable, practitioners agreed that the wooden blocks would be an investment. Bruce (2008) describes open-ended resources as something which provides children with many possibilities.

Regardless of age and stage, practitioner observations evidenced the affordance of block play opportunities. The blocks provided children with an open-ended material which nurtured creativity. The Realising the Ambition (RtA, 2020) document suggests children need opportunities to discover, investigate and be creative through play. Practitioners witnessed the children’s learning developing over time. Furthermore, the children were observed assessing and managing risk as they developed their physical motor skills, communicating at several levels.

Prior to beginning this research, two practitioners had completed the Froebel certificate at Edinburgh University, and through their observations of children using blocks in nursery class, could see the benefits of expanding this practice into primary setting. Participating in the research raised the awareness of Froebelian principles amongst all staff, giving individuals the confidence to allow children to become autonomous learners.

This research project became a valuable learning experience for all participants involved. It leaves practitioners pondering where to take block play next and how to enhance the current provision. Perhaps extending this Froebelian practice to the primary three stages of our establishment or developing a shared block play area where all stages within our primary school have opportunities to explore endless possibilities!