Abstract:
The central place of blocks as important and valuable materials in Western early
childhood settings is well established. Literature includes statements that comment
on both the value of block play for individual children, and the central place of
blocks within group settings. Fry (1992) has noted "the quality of the child absorbed
in self initiated block play activity, and the warm satisfied smiles of achievement and
recognition" (p. 3), and Stritzel (1995) has posited that the "block center can be the
most exciting place in the early childhood classroom" (p. 42). Blocks have been
considered "the most useful and versatile ...toy or product ...in an early childhood
program" (Karges-Bone, 1991, p. 5). In particular, multiple unit blocks' have been
noted as the most important (Starks, 1960), the most useful and the most used
equipment (Kinsman & Berk, 1979, cited in Fry, 1992), as well as being accepted in
varied settings internationally as "one of the finest learning tools available to
children" (Cartwright, 1988, p. 44).
In this paper I argue that there is a case for a new set of free wooden blocks for
infants, toddlers and young children. I have chosen the term free wooden blocks to
indicate pieces of wood which can be freely placed together. This paper provides a
brief outline of literature relating to such blocks and discusses the place of blocks in
the current curriculum context of Te Whariki. The place of blocks as a traditional
play material within Te Whariki is exemplified through an exploration of the strand
of well-being. A conceptual design of a new set of free wooden blocks is then
proposed.
