Week 10 & 11 Research Activity – Effect of Block Play

Research activity one: Go to http://archpedi.ama-assn.org/cgi/content/full/161/10/967 . Read the article (especially the results and conclusions.) Now, go to http://www.arcytech.org/java/patterns/patterns_j.shtml and play with the virtual blocks. Do you agree or disagree with the researchers? If you do agree, what is it about playing with blocks that you think may contribute to language acquisition? What other theories do you have about language acquisition that are supported by your readings? Would virtual blocks work as well as real ones for this purpose? Why or why not?

The second link doesn’t connect with virtual blocks website, thus, the focus of my research activity will be on the article. The authors claim that distribution of blocks can lead to improved language development in middle- and low-income children. With the lack of substantial evidence supported the hypothesis and doubt how the assessment was administered, it makes me hard to agree with the researchers. The data was collected primarily through questionnaires filled out by the parents’ of the targeted toddlers. Although one of questionnaire did include assessments of language and attention, my biggest concern is about the language assessment. The instrument that the author conducts is a parental report measure composed of 3 parts: 1. a 100-item vocabulary checklist, 2. a set of 12 sentence pairs assessing grammatical development, and 3. 12 yes/no questions about the use of syntax, semantics, and comprehension. The targeted audience ages from 11/2 to 21/2, with very limited language development, I highly doubt how the parents administer the 3 part assessment and the validity of the tests. In terms of effect of block play on attention, the writers think when child learns to substitute and combine mental categories internally, it facilitates children’s ability to direct their own activity and is important for sustain attention. Without any proof, the authors’ assumption is plausible.  

Blocks are generally designed to help children develop 1.motor skills and hand-eye coordination, 2.spatial skills, 3.ceative problem-solving skills, 4.social skills, and 5. language skills. Karen Stephens, the Director of Illinois State University Child Care Center and instructor in child development for the ISU Family and Consumer Sciences Department, addresses that children’s learning can advance through block play at following aspects: (2002)

1.“Math concepts are explored and put to practical use, including: shape, size, length, weight, and spatial relationships such as symmetry. At different stages, children create stacks, lines, towers and then bridges and enclosures. Design and pattern gradually emerge. The older the child, the more complex the building becomes.

2.Science concepts are investigated, including: gravity, balance, stability, and cause and effect.

3.Language, vocabulary, and symbolic thought are increased

4.Children’s’ confidence in making decisions and choices and self expression are enhanced.

5.Coordination develops so eyes and hands and small and large muscles work together, which in turn prepares kids for success in reading and writing. “

Some studies do show the relationship between block play and the language and literacy development; however it is taken place on preschool children (Heisner, Janie, 2005). At older than toddlers’ age, children are more likely with the ability to express thoughts in logical sequence, share ideas about events, and develop vocabulary through block play.

References:

Heisner, J. (2005). Telling stories with blocks: encouraging language in the block center. Early Childhood Research & Practice .

Stephens, K. (2002). There's more to children's block plan than meets the eye. Exchange Press .