Our bright idea - Block play

Skilled three- and four-year-old builders at Rainbow Nursery regularly construct complex structures in their Block Play area. It is clearly apparent to the observer that the children have developed a comfortable familiarity with the materials and tools available and use them with confidence and excitement.

Staff gain great satisfaction from observing the learning that is taking place as a result of their careful planning for this area. Because of their efforts, children are very self-motivated and, as they try out their own ideas, they are able to talk about the properties of wood and explain in detail what will or will not work.

'We were eager to pass on to parents our understanding of the learning opportunities afforded by block play,' says nursery manager Karen Crawford. 'To do this, we set up an interactive display informing them of the different ways a child is learning when playing in the area.'

The display introduced interactive opportunities to encourage children to explore block play with their parents on a small scale. The photographs stimulated recollection of, and discussion about, some of the larger structures children had created.

PLANNED LEARNING INTENTIONS

- To continue to be interested, excited and motivated to learn

- To use talk to clarify thinking, ideas, feelings and events

- To use developing mathematical ideas and methods to solve practical problems

- To build and construct with a wide range of objects, selecting appropriate resources and adapting work where necessary

- To handle tools, objects, construction and malleable materials safely and with increasing control

- To explore colour, texture, shape, form and space in two and three dimensions

RESOURCES

Display board and mobile: Hessian; laminated photographs of children engaged in block play; quotes and captions about block play mounted on card; long branch

Interactive table: Plain fabric in a natural colour; assortment of small blocks, including people-shaped blocks; lengths of wood cut from small branches and sliced from logs

Floor level: Large pot in a neutral colour; long twigs

Step by step

- A staff member went to the block area and began to interact with the children, asking questions about their creations and taking photographs.

- The photographs were laminated for the display and captions and quotes decided upon. Quotes from Professor Tina Bruce were chosen for this display, as they expressed clearly the educational points staff wished to make. (See Cultivating creativity in babies, toddlers and young children and Early childhood education by Tina Bruce, Hodder & Stoughton). Staff wrote additional captions, for example, 'They learn about the nature of wood', 'You can't bend it, it doesn't break'.

- Two staff members created the display, first backing the board with hessian and then attaching the laminated photographs, captions and quotes.

- They then prepared the interactive table beneath the display, taping small boxes to the surface and draping them in natural fabric to create a surface for displaying blocks and wood offcuts.

- Finally, a mobile was created using a large branch, and more quotes attached to this. A tall pot of twigs was arranged on the floor alongside the table.

- We brought children out to talk about the photographs and handle the blocks. We suggested they share the display with their families.

- After parents have explored the display with their children, they now see the block play area through new eyes when they enter the Rainbow Room.

- The children continue to be highly motivated by block play and their learning achievements are noted in individual profiles. Staff use these to plan the next steps in their learning.

Sheila Gardiner is the director and Karen Harrison manager of Rainbow Nursery, Middleston Moor, County Durham. They spoke to Jean Evans.