Blocks and Construction
Childrens use of blocks for construction play has been heavily researched and the benefits of such play, particularly as related to later mathematical achievement, are well documented (Shaklee, OHara, & Demarest, 2008; Trawick-Smith et al., 2016). As in many other kinds of play, children playing with blocks refine physical coordination, use language to represent thinking, and develop self-esteem, the ability to cooperate, and responsibility through social interactions (Hewitt, 2001). Block play follows a developmental sequence over time as children between birth and age 5 acquire and internalize concepts about space, balance, weight, symmetry, shape, size, number, and operations (Shaklee, OHara, & Demarest, 2008). While the developmental stages of block building have been described in many different configurations (Guanella, 1934; Reifel & Greenfield, 1982), Figure 7.2 illustrates block building in six stages as described by Sharon MacDonald in 2001.