Philosophers from Plato to Erikson have developed theories regarding play, each could be applied to block building. Blocks function on many different levels as learning and educational experiences for the child. They enter into the affective, the cognitive, and the psychomotor domains of education.
In the affective domain blocks
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—stimulate imagination and creativity
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—contribute to self-confidence by allowing a child to be in control and having a feeling of accomplishment
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—provide opportunities for dramatic play, sharing and cooperative efforts
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—develop sense of responsibility for block care and clean-up
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In the cognitive domain, outcomes of block building
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—involves math and science pre-number skills ie. size, shape, matching and classification, problem solving is inherent in block play
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—visual discrimination, a pre-reading skill
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—insight into concepts of inside/outside, open/closed
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—development of language and vocabulary through discussion and description
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—mapping skills
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—color recognition, patterning
Blocks are also used in intelligence tests and in special education.
In the psychomotor domain activities with blocks provide children with opportunities to
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—develop gross motor skills through lifting, carrying and stacking
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—develop fine motor skills with smaller blocks
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—refine eye/hand coordination