Physical considerations for setting up the block center include:
- As large a floor area as the room can accommodate, and protected from high traffic
- Flat, sound-absorbing floor surface (such as mat or carpet) to provide a stable building surface and keep construction noise from interfering with other classroom activities
- Tabletop surface for working with small blocks
- Shelving that is adequate to sort and store blocks by size, type, with silhouettes or photos taped to the shelves to show where each kind of block belongs
- Containers such as bins or baskets for accessories
- A “work-in-progress” sign to preserve structures that are more than one play period or day in the making
- Chart with simple picture guidelines for safe and responsible play, such as handing off rather than throwing or tossing blocks
- Digital or video camera at the ready for planned or spontaneous documentation of in-progress and finished structures
Teachers facilitate block play by:
- Understanding the developmental process of block building
- Observing and describing what they see children doing
- Documenting structures and using them to assist children in planning and problem solving
- Engaging the children in conversations about their constructions
- Asking open-ended questions that help children think about their processes and problem solving, such as “Can you tell me why you put the ramp there?” rather than questions that produce a yes or no reply, such as “Is this a ramp for cars?”