Block Play

Science and Math Exploration

By Megan Grable

ECED 304-Winter 2019

Part 1
The children built towers with a
variety of of blocks. They would
build, knock over and then build
again. We looked at the different
attributes of the blocks and labeled
them verbally.
 Through photos and written explanations, reflect on the following questions

a. Overall, what did you learn about the science and math concepts chosen?
I learned that the concept of building with blocks was one that children are easily engaged in. The could easily pick up the task of
build and they were very interested in the knocking down of blocks. They repeated back to me many of the words I was using to
describe the blocks.
a. What did the children learn? (be specific and refer to foundations, but don’t just quote foundations) What are some examples
of their questions? What are some examples of questions you asked them?
The children learned about cause and effect, they would build and then knock down the towers. I narrated their actions and
labeled the different attributes of the blocks they were using, using words like , “soft, long, big, little, smooth, and rough.” I also
named the shapes the blocks were in, “rectangular cube, cube, half-circle, triangle, circle.” The children did not ask questions but
repeated many of the words back to me and answered when I asked “Where do the blocks go?” by saying “fall down.”
a. When were they most engaged and with what? Be sure to explain how you know they were engaged or not engaged.
They were most engaged in the build and knocking over of the blocks. They did this for several minutes and persisted in building
and knocking over the blocks for several minutes with little encouragement from me, once they began. They were smiling and
laughing as they built the towers.
a. How did you encourage an atmosphere of constructivist inquiry? To what degree did you succeed?
I had the variety of the blocks available for use, allowing them to select which blocks they would use for building and adding my
narration to what they were doing, but did not change the way they built the towers. I feel like I did pretty well keeping it open for
the children to explore the materials freely.
What would you do differently or change? Why?

1. For example, describe what did not go well and why you believe it didn’t go well. Be sure
to explain why you think the changes you would make would improve the lesson.

I would start with the labeling and the matching of the blocks first, as they children wanted to
build with the blocks more than they were interested in the classification of the blocks.

1. Or, if everything when well, explain how you would extend the inquiry based on the
children’s interests.

I would probably combine the matching and classification with the building, maybe by having
one soft block them one hard block and modeling how I would do that.

1. What’s next? In the spirit of inquiry, explain how you will continue or extend this lesson next
week based on the children’s interest and engagement? What did they ask and show
interest in, and how will you respond to that interest by developing a new or extended line
of inquiry?

I think by adding other items to the blocks that are different to what we are already using. Two
of the types of blocks were fairly similar and the children had a hard time differentiating them.
There are “presents under the tree, having the children build and classify those.
 Part 2

The children built towers with a

variety of of blocks. They would
build, knock over and then build
again. We looked at the different
attributes of the blocks and labeled
them verbally. I added present boxes
as building materials and tried
prompting the children to match
while building instead of a seperate
activity.
● What did you learn about extending an exploration?
○ The children liked using the additional types of blocks and were more engaged when I
talked about the different attributes, repeating back to me some of the words I used to
describe them.
● What did the children learn? What are some examples of their questions and inquiries?
What are some examples of questions you asked them?
○ The children learned about the different attributes of the blocks and were able to match
the blocks better than the last time. By me holding the block and asking, “can you find
the other block” they were able to find the matching block better than when I asked
them to match them with less context.
● When were they most engaged and with what?
○ Their engagement still was more on the building and knocking down of the blocks. They
enjoyed the experience and were able to build towers and knock them over 5 times in a
row. They enjoyed using the different varieties of blocks as materials.
● How did you encourage an atmosphere of constructivist inquiry? To what degree did you
succeed?
○ By having the blocks out, and allowing them to explore the materials. I also added the
use of the christmas present blocks as items they could use as well as a larger variety of
shape blocks that make building more challenging.
 Data Collection

What did the children learn about data collection?

That they were asked to complete the same task repeatedly to see if the same results occurred. That after doing a
task many times, it became easier to complete correctly.

What kinds of questions did you ask?

1. “What colors do you see?”
2. “How tall can you make the tower?”
3. “Where is another wood block?”
4. “What happens to the blocks when it gets tall?”
5. “What does the block feel like?”
6. “Which block is bigger?”
What would you do differently or change? Why?

○ For example, describe what did not go well and why you believe it didn’t go well. Be sure to explain why
you think the changes you would make would improve the lesson.
I think the children still struggle with understanding the concept of matching and classification. I think more
exposure to the concept and narrating and labeling with the children will help them learn this concept better.
Also having the building be a activity at the same time made it harder do the children to be engaged in the
matching as the building. It was more successful when I combined the matching and building at the same time.
○ Or, if everything when well, explain how you would extend the inquiry based on the children’s interests.
I would continue to bring in more materials to add to their interest in building and knocking over towers, adding
items that maybe react differently to falling on the floor, like blocks with glitter inside that will move around as
they fall.
○ What are some additional activities you can think of to add or extend the exploration? Stories? Songs? Art
projects? Provide at least two clear, specific and detailed ideas.
Adding of books on building and construction, particularly if they feature women in these jobs. Adding of
multiples textures to an art project, ie gluing of fake fur, bark, and multiple color tissue paper while discussing
different attributes.
○ What other explorations would you like to try?
I would like to try some recipe explorations, making playdough or oobleck with the kids. I think they would be
very engaged and would enjoy the experience of creating mixtures.
Works Cited
● CDE (2009). California Infant Toddler Learning and Development Foundations - Language and Literacy - pp. 43-58
● CDE (2009). California Infant Toddler Learning and Development Foundations - Cognitive Development - pp. 59-88