A Constructivist Approach to Block Play in Early Childhood by Karyn Wellhousen

By Karyn Wellhousen

This new textual content offers a clean and holistic examine the continuing relevance of block play to latest young ones. scholars of early early life schooling will enjoy the present learn, concept, ideas and examples of block play and comparable themes which are the focus of this article. a whole historical past of block play in early adolescence schooling leads the scholar to present examine on mind improvement. The textual content hyperlinks block play to studying through exploring brain-based examine and constructivist theories of studying. The function of the early formative years instructor is totally explored, together with organizing the school room, delivering blocks and different fabrics, and documenting the kid's studying.

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Extra info for A Constructivist Approach to Block Play in Early Childhood

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It is during this second stage of brain development that human experiences, to a great extent, begin to determine the actual level and quality of functioning of the brain’s neural circuitry system (Simmons & Sheehan, 1997). Synapse Development During the first three years of life, synapses develop quickly in response to environmental stimulation. When stimuli are repeated, existing synapse connections are reinforced, growing stronger and more efficient. For example, when an infant has multiple opportunities to feel the surfaces of wooden blocks, synaptic connections that feed the brain information about texture are strengthened; therefore, subsequent information received by the brain concerning texture will be interpreted more efficiently.

The Froebel Gifts 2000: The building gifts 2–6. Grand Rapids: Uncle Goose Toys, Inc. Corbett, B. (1988). A garden of children. Mississauga, Ontario, Canada: The Froebel Foundation. , & Kohlberg, L. (1987). Programs of early education: The constructivist view. New York: Longman. Driscoll, A. (1995). Cases in early childhood education: Stories of programs and practices. Boston, MA: Allyn & Bacon. Elkind, D. (1987). Miseducation: Preschoolers at risk. New York: Alfred A. Knopf. Elkind, D. (1988). The hurried child: Growing up too fast too soon.

Learning is strongly influenced by emotion—the stronger the emotion connected with an experience, the stronger the memory of that experience will be. 4. There are critical periods—windows of opportunity—when the development of specific types of neural circuitry occurs most easily. 5. The brain needs downtime or neural rest to work efficiently. 6. The brain needs stimulation and enriched environments for optimal development and functioning. Figure 2–3 The “big ideas” from neuroscience. From Bruer, 1998; Chugani, 1996; D’Arcongelo, 1998; Diamond & Hopson, 1998; Jensen, 1998; Lindsey, 1998/1999; Newberger, 1997; Wolfe & Brandt, 1998.

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