This is such an exciting discussion! Kelly, I hope you continue to update us with your inquiry process.
I want to add a few points to the other excellent ones already made. I have noticed, through my own teaching as well as my daughter's preK experience that centers become "culturally marked." Certain kids, certain genders, informally "own" the center. In the block area, it can often be marked as boy territory, but if you look further, it may be a certain group of boys. In my daughter's case, I noticed that she never used the writing area. For her it was "marked" as the territory of a group of older (as in 1/2 to 1 year older) girls, who always headquartered there, and she didn't feel the area was hers.
Of course the big concern is that the children who don't go to the center don't get the benefit of the learning there. It is important to work on issues of classroom as community and help the children engage in solutions to the social parts of the problems. At the same time, we need to remember that children have a right to privacy, and to have some parts of the day where they choose their play partners. This is a standard that often gets overlooked, yet the behavior of the children is telling us how badly they need privacy and choice in social engagement.
My larger pedagogical concern is that the concept of centers or interest areas lends itself to isolating one "discipline" from another, and
provides a ripe target for social marking.
Against standards, I arranged my room to have all materials accessible, but in movable bins. Even the wooden blocks fit, by kind, into a series of crates. In order to play with anything, a child, or group of children had to move the materials where they wanted them. For us, this worked well, though adult support in terms of how and where to set up play was needed at times.
Because block play is so critical, it is necessary to have a lot of blocks, as previously suggested, so different projects in different areas can be supported. I also began to introduce block play to circle time, both to illustrate concepts in a book, and to make read-alouds interactive. (For example, The Bridge is Up!, Babs Bell, was a well loved book, but it turned out no child had ever seen a drawbridge, and they had no idea what they were for or how they worked.)
Once the group has used blocks in a totally different context, in this case, circle time, which is often well within the comfort zone of girls, and the concept of "center" has been disrupted, because the blocks are now being used in a different place, often different social groups will mix it up and keep playing as a free play extension of the group time.
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Karen Lefkovitz
Independent Consultant
Philadelphia PA
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Original Message:
Sent: 04-14-2019 09:33 AM
From: Aren Stone
Subject: Encouraging reluctant students to play and stay in the block center
Kelly:
It sounds like you have a a great block area. My guess, and your student's responses show, that it actually does feel overwhelming to some of the children. Some are telling you that it doesn't feel like a safe place to them and some have the feeling that it can get out of control at any moment. That tells me that the rest of the room really works for most of the children and in general they feel safe and comfortable in your classroom. Some have suggested limiting the number of children in the block area--maybe to 4 children. It might be helpful to introduce this new protocol at a group time, explaining that some children might feel more comfortable building when there is less noise and activity. You also might sometimes--not every day-- move some of the building materials to another area so there would be two building areas, one smaller and one larger. The smaller area might feel more inviting to some. I love that you're thinking so deeply about this and have included the children's voices in your inquiry.
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Aren Stone
Child Development Specialist
The Early Years Project
Cambridge, MA
she/her
Original Message:
Sent: 04-13-2019 09:56 AM
From: Kelly Bhatia
Subject: Encouraging reluctant students to play and stay in the block center
Hi,
I am working on (my first) action research project in my kindergarten classroom. My problem of practice is that despite my large block center (which has loose parts, fabrics, approximately 300 unit blocks, books, writing tools, plastic animals, etc. - yet not overwhelming), there are many students (mostly girls) who if they try it, don't return. I asked the students to draw for me what they like/don't like about visiting the center. The most common answers (across 3 different classrooms, I should add), were 1. I might get hurt/have gotten hurt 2. People yell at each other and fight 3. People don't like my ideas. I really don't know my next step for this, because #s 2 and 3 are able to be solved by students in other centers, and don't cause students to never visit them again.
I am hoping that someone has been able to work through this problem and can offer me some advice. I want everyone to gain the skills that the center provides!
Thanks,
Kelly
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Kelly Bhatia
Kindergarten teacher
William J. McGinn,
Fanwood, NJ
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