Bringing Back Traditional Toys in the Technological Age - Essay Example

 Nowadays, children are bombarded with a vast variety of products designed to stimulate and develop their cognitive skills. Manufacturers eye the children’s market as a profitable target because the world will never run out of children, and research on learning and development keeps on being updated. Children have access to a wide selection of toys – both for entertainment and educational purposes – robots, mechanical wind-up or battery-operated toys, dolls, cars, trains, housekeeping sets, electronic toys installed with simple educational software, and a multitude more! In preschools where learning areas divide the classrooms, children gravitate to those areas where more possibilities in play are foreseen. Usually, these are in the Make-believe area, filled with housekeeping toys like kitchen furniture, telephones, tea sets, cooking sets, tool sets, doctor kits, and the like which encourages creative imaginings. One of the most popular areas in the classroom frequented by children is the Block Area where children spend time building their own constructions with wooden block pieces of many sizes and shapes. During block play, children seem to get lost in their own imaginative world as they plan, design and build the structure one block at a time, carefully choosing the right block to stack on a particular place. This paper will thoroughly discuss the value of block play in the early childhood education setting. Despite the widespread availability of new educational tools and technology, the traditional blocks developed nearly a century ago by Caroline Pratt, remain one of the most enduring mediums for early childhood education and even in the primary grades. Product Description Unit blocks are those small hardwood blocks filled with potential for creative play. These blocks are designed in a 1:2:4 size proportion emphasizing the size relationship among the different blocks. Aside from rectangular and square-shaped blocks, there are cylinders, archs, half-circles, ramps, and many more shapes in the set (see appendix). All pieces are precision cut from select hardwood, sanded smooth and have rounded corners for safety. They are left unpainted for more open-ended play, allowing the children to mentally assign colors to certain pieces. A number of companies develop this product, among them, Old Fashioned Blocks, Korners for Kids by ABC School Supply, etc. Unit blocks are more expensive than other block sets but they are built to last for a very long time. Unit Blocks may be used as a base for a variety of learning experiences. They reinforce dramatics, fantasy, different play themes such as transportation and community and basic learning concepts such as problem-solving, perception skills, science and math. It also develops fine and gross motor skills as well as eye-hand coordination skills. According to Harriet Johnson who wrote a classic pamphlet on block play, “this kind of play progresses through a series of stages, beginning with simply carrying blocks around and progressing to stacking simple bridging, and then to building enclosures with them. Following that, children begin to add decorative touches and also to use the structures for imaginative play. Ultimately they attempt to replicate actual buildings with which they are familiar.” (Hendrick, 1986). From this, it can be inferred that unit blocks are intended for use by children from the toddler years to the middle childhood years. Evaluation Wooden blocks suit the developmental needs and capabilities of a wide range of children. At first sight, the varied shapes and sizes of the blocks attract the children to touch it. Upon holding it, the children discover its hard, smooth and natural texture enticing an interest to build with it. Following the stages of block play discussed above, a child manipulates the blocks depending on his or her chronological age and developmental level. Cognitively, blocks set the wheels of cognitive processes in motion. Blocks teach mathematical concepts such as shape, size, quantity, measurement of width, height and length, fractions, etc. Skills learned in these concepts are classification skills, sequencing, comparing, and measuring. These concepts and skills may be learned by the child directly from the teacher, or just by his own trial and error play experiences. Science concepts that may be possibly learned from playing with blocks are balance, gravity, stability and interaction of forces, use of inclined plane ramps, properties of matter, systems, weight, and inductive thinking discovery. These concepts are easier to learn with hands-on experiences with concrete materials such as blocks. Language Arts skills that may be learned are shape recognition, verbal differentiation of shapes, size relations, questions about concepts, exchange of ideas between the block builders- its planning, naming, function and stories about their building. Older children may write down signs and labels of their creations or even short stories about it to communicate to its viewers. A lot of productive verbal communication goes on during block play, evident of the children’s cognitive engagement in the activity. Children also learn concepts in Social Studies such as mapping, grids, patterns and symbolic representations. These representations may further teach children about other concepts such as transportation, interdependence of people, communities and community helpers. Additional props such as small traffic signs, plastic trees, houses, people, cars, etc. may increase interest and variety in block play. Blocks may be used as teaching aids for so many concepts. Art concepts may likewise be learned such as patterns, symmetry of structure and balance. Future architects will benefit much from engaging in block play as children. Blocks also help children in their physical development. Skills in hand manipulation, eye-hand coordination, visual perception and even clean-up are encouraged. Since blocks may be played by one or more children at a time, it also encourages socio-emotional development. It teaches cooperation, respect for the work of others, initiative and autonomy. It also promotes feelings of competence and self-confidence. The qualities of wooden blocks are ideal as a tool for holistic learning and development. Its bland color and simple shapes stimulate a child’s imagination to see it in different ways while at play. It transports him to different levels of thinking while physically remaining in just one spot. The downside to this material is its cost. A complete set of blocks goes for several hundred dollars, and may be quite prohibitive to own, especially for home use. It would be a good investment for schools, which has budget allocation for such material because of the number of children who may benefit from using it. Conclusion and Reflection Evaluating wooden blocks as a cognitive stimulation tool brought back so many memories of childhood for me. Back at a time when modern toys such electronic musical toys, video game consoles and other complicated gadgets and gizmos were unheard of, children were content with simple toys such as puzzles, balls, dolls, toy cars and blocks. Such traditional toys may not come to par in terms of features and complexity, but they do have their unique functions in stimulating a child’s cognitive processes. It is noteworthy to say that the modern toys of today were patterned after the designs and functions of toys of yesterday, albeit improved on. Parents and educators should critically review their choice of cognitive stimulation tools for their children and students. The fact that a material is novel, attractive and popular is not a guarantee that it will be an effective tool for a child’s learning and development of skills. It may hold his interest for a while, and abandon it after the material has exhausted its possibilities. Wooden blocks have stood the test of time. It is a classical learning material with endless possibilities for learning. Its appeal has not waned with age and can still compete with modern toys in terms of its function and durability. Add to that its freedom from use with batteries or electricity. It is the perfect all-time, all-weather toy for young children. References Brewer, J. (2001) Introduction to Early Childhood Education, 4th Ed. MA: Allyn & Bacon Hendrick, J (1986) Total Learning: Curriculum for the Young Child. OH: Merrill Publishing Co. A bell & Howell Company Hirsch, E.S. (ed.) (1984) The Block Book (revised ed.) Washington D.C.: National Association for the Education of Young Children. Provenzo, E.F., Jr., and Brett, A. (1983) The Complete Block Book. Syracuse, N.Y>: Syracuse University Press Toddler Next Steps (2000) Activities Toy Guide. Long Beach, CA: Brilliant! Beginnings LLC Appendix Old Fashioned Blocks   Unit Blocks Set 326 Total Unit Block Pieces With 29 Different Unit Block Shapes Unit Blocks Set No. 405 Includes: Quad Unit Blocks 8 Double Unit Blocks 12 Unit Blocks 64 Half Unit Blocks 50 Roman Arch Blocks 4 Roman Arch Door Blocks 4 Half Arch Blocks 4 Half Arch Buttress Blocks 4 Unit Triangle Blocks 20 Half Unit Triangle Blocks 20 Double Unit Column Blocks 4 Unit Column Blocks 24 Unit Half Unit Column Blocks 14 Ramp Blocks 4 Double Pillar Blocks 4 Unit Pillar Blocks 26 Half Unit Pillar Blocks 14 Quarter Circle Blocks 10 Gothic Arch Blocks 2 Gothic Arch Door Blocks 2 Crossing Blocks 2 1/2 Circle Curve Blocks 2 1/2 Circle Blocks 2 Large Curve Blocks 2 Small Curve Blocks 2 Switch Blocks 2 Building Boards 6 Double Roof Board Blocks 10 Large Buttress Blocks 4 Total Unit Block Pieces 326 Read More