Block Play and Mathematical Development in the Early Years
Welcome to our next series in our block play series. This week we are going to be focusing on how block play can support children developing their mathematical skills through construction play. Mathematics is literally all around us and when children are playing and engaging, there is always potential for lots of opportunities to develop across all areas of the curriculum. Hands on experiences give children opportunities to learn about mathematics in a variety of contexts.
To find out more about mathematics being all around us why not check out our webinar recording ‘Mathematical All Around Us’.
Measuring in Block Play
Children use play to replicate their experiences and things that they observe others doing. This is an important way that children make connection and sense of the world around them. The introduction of resources such as tape measures and rulers can support children as they look at measuring their buildings and constructions. As they make comparisons about size, height and length of their buildings and constructions.
(Photo Credit: Pinterest)
Often this replication although supporting children’s ability to add narrative to their play and storylines alongside others (remember before children can write a story, they need to be able to tell stories with others!). But it can be limited by children’s mathematical skills, as to use a ruler or tape measure they often must understand and know large numbers to interact with this mathematical concept. Consider introducing resources that children can use that are non-standard units such as a set of handprints, multilink, footprints or Duplo. This means the children will be able to count the objects and incorporate mathematics into their play without adult support with large numbers.
Children will also problem solve, measure, and make comparisons of size and use a rich array of mathematical vocabulary such as bigger, smaller, tiny, longer, little, huge, shorter, and so on without the introduction of standard and non-standard units. As they join in conversations, they talk about their building and make comparisons. While they participate collaboratively to develop ideas. To stretch their understanding and their limits.
(Photo Credit: Project Matters)
A classic early year’s example, often children explore building towers often setting the challenge to see who can build a tower taller than themselves. This instantly lends itself to some discussions about size, as children may begin to make remarks such as “It is smaller than me!” Or “it is bigger than me!” This is a great opportunity for us as early years practitioners to extend learning in the moment. For example, introducing new language such as height, width, length and modelling a vast array of mathematical language. As we build and play alongside the children and build towers and make comparisons. There is also the opportunity to make comparisons between towers, for example, “How many blocks taller than you is your tower?”
Symmetry in Block Play
As children progress through the stages of block play in stage five (patterns and symmetry) they begin to make symmetrical buildings. This means that they are beginning to develop a basic understanding of symmetry and looking closely at patterns and similarities in buildings. They will also be developing an understanding of shapes and numbers as they explore making sure that they put the same shape and number of blocks in either side of the invisible line. For example, I need to red blocks, and one large brown cylinder and one large orange cylinder for either side. We may even begin to show a practical understanding of doubles or putting numbers together and learning simple number bonds.
Exploring Symmetry
When thinking about children who are beginning to explore symmetry and patterns in their block play. You might want to consider:
Do you have different coloured and shaped blocks?
Can you introduce mirrors to play and photos?
Can you bring in art activities that explore patterns and symmetry?
Making Buildings
Some children will be in the stage of block play when they are beginning to make representation of buildings. This is a great time to be incorporating house photos, and photos of different types of buildings where children can start to explore and talk about the natural patterns and symmetry in buildings. Additionally, think about adding clipboards and pens to promote early mark-making where children can design their own buildings.
Building designs can easily bring in mathematical concepts and vocabulary for example, sharing size of bricks, how many? Or does your building have windows? Whether that is part of a discussion or shared mark-making or individual mark-making with a skilled practitioner. You can easily build in children’s mathematical vocabulary and skills as they design and create their very own buildings.
If you would like to join our webinar, ‘The Potential of Block Play in the Early Years’ please click below to find out more or purchase your ticket now.