Early Childhood Education Journal, Vol. 23, No.

1, 1995

Block Play: Building a Foundation for Literacy

Judith E. Stroud 1'2

The role of block play in the development of reading and writing is presented and discussed. A literacy-enriched block-play center is described, and accompanying tables identify books and additional literacy materials suggested for integration into a block-play area. Additionally, children's use of literacy props in a block-play area is presented through observations made in two preschool classrooms. Samples of children's writing produced during spontaneous block-play sessions are included to support examples given in the text.
KEY WORDS: block play; play; literacy; preschool children.

INTRODUCTION
Unit block systems were introduced to American early childhood programs by Caroline Pratt during the early 1900s. Today, these proportional sets of wooden building blocks are considered standard equipment in most educational settings for young children. In fact, block play is now believed to make significant contributions to children's physical, social, emotional, and cognitive development (Cartwright, 1988; Hirsch, 1984; Provenzo & Brett, 1983):
By playing with blocks the child learns the nature of basic materials, what things can be made to mean, what is allowed in the realm of the imagination, and what is permissible in the society of one's playmates. The lessons provided are basic to successfully entering adulthood and the responsibilities of adult life; (Provenzo & Brett, 1983, p. 2)

structive play. However, scant attention has been given to the relationship between block play and literacy development.

B L O C K PLAY AND LITERACY DEVELOPMENT

Reading and writing and playing with blocks-these activities seem miles apart at first glance. Yet a number of skills and abilities developed through block play are essential for success in reading and writing. For example, as children progress through the stages of block building, they move from constructing simple rows to designing elaborate structures. These constructions result from children's desire to reproduce and name actual buildings or structures within their world of experience. Therefore, at this point, block building becomes representational and serves as an introduction to symbolization; the blocks themselves become symbols for other objects, just as printed letters and words are symbols for objects and ideas. Block building, in a sense, helps children function on an as-if level, understanding that one thing may stand for another (Hirsch, 1984). Whether blocks are combined to reproduce a complex interstate highway system or are placed on a plate to be served as muffins, they ultimately prepare children to work with the abstract symbols of reading and writing. Visual discrimination, another important reading skill, is also enhanced by block play. As children select the blocks they need during the building process, they

Although the physical and socioemotional benefits of block play are recognizable when one is observing children engaged in block building, cognitive values may be less apparent. The literature provides support for block play's contribution to cognitive development by describing the problem-solving abilities, scientific principles, and mathematical concepts associated with con-

~Assistant Professor of Early Childhood Education, Department of Elementary Education, Ball State University, Muncie, Indiana. 2Correspondence should be directed to Judith E. Stroud, Ed.D., Department of Elementary Education, Ball State University, Muncie, Indiana 47306.

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1082-3301/95/0900-0009507.50/09 1995HumanSciencesPress,Inc.

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continually look at, compare, and match blocks of varying shapes and sizes. The selection process continues when buildings are complete and playtime is over; blocks of the same shape and size must be found, sorted, and returned to a labeled position on storage shelves. These playful activities provide opportunities to practice and refine the visual discrimination necessary for distinguishing similar letter and word formations during the reading process. The mere handling of blocks further contributes to preparation for writing. As children grasp, carry, and stack blocks, they develop fine-motor strength and coordination. Ultimately, these refined skills will enable children to manipulate the tools of writing with increasing control and precision. One final relationship between block play and literacy development is evidenced by the oral language which emerges when children build with blocks. Block play provides a desire and need to communicate; children talk about what they build, identify their structures to others, and discuss plans for building. Vocabulary is increased as teachers introduce words which name or describe buildings. Dramatic play, which often revolves around representational block structures, also affords many opportunities to use language in role-playing situations. For example, a child pretending to work at a newly constructed zoo uses language to inform others of the admission fee, to direct the capture of an escaped animal, or to give the narration of a dolphin performance. This oral language development which occurs during block play clearly contributes to the emergent literacy process. Young children with the large vocabularies and extensive language practice that can be acquired during block play are most likely to be successful at deriving meaning and understanding from initial literacy activities. In summary, playing with blocks has benefits for children which relate to preparation for reading and writing. Opportunities to understand symbolization, refine visual discrimination, develop fine-motor strength and coordination, and practice oral language are all embedded in block play episodes. However, the value of block play in literacy learning extends well beyond the development of these prerequisites. Block building can also prompt actual reading and writing experiences if the play center itself is "literacy-enriched."

Stroud TableI. SuggestedLiteracyPropsfor a BlockPlayCenter

Books (blockbuilding, construction,and thematic) Magazines Houseplans, blueprints Paper, notecards(varietyof sizes,colors,and types) Invoices Orderforms Envelopes Post-it pads Adding machineor calculatortape Pencils, markers,crayons(varietyof sizes, colors,and types) Masking tape Scissors
TM

(Morrow, 1990; Morrow & Rand, 1991; Neuman & Roskos, 1990; Roskos, 1988; Roskos & Vukelich, 1991; Schickedanz, 1986; Strickland & Morrow, 1989; Vukelich, 1990, 1993) information associating literate behavior with block play is less common. One study (Allgeier, 1991) did involve the observation of preschoolers' spontaneous play in the hollow-block area of a classroom. Findings suggested that hollow-block play provides children with opportunities to engage in reading and writing. Recommendations based on the results of this study included the addition of literacy materials in the hollow-block-play area. Morrow (1993, 1995), too, has suggested that reading and writing materials be provided for spontaneous use during block-play sessions. Neuman and Roskos (1990) suggest three criteria to guide teachers' selection of literacy props for inclusion in play centers: authenticity, utility, and appropriateness. In other words, literacy materials should be real-world items which not only serve a particular function in daily life but are also safe for use by young children. Based on these criteria, a literacy-enriched blockplay center might include, but not be limited to, the materials listed in Table [.

Reading Materials
Reading can be encouraged by placing books in the block-play area. Children enjoy exploring books which focus on the general theme of block building, as well as aspects of construction (see Table II). Robert Louis Stevenson's Block City (1988), with its rhyming text and colorful illustrations, describes a young boy's imaginative block-building experiences at home. Similarly, Just One More Block (Mayers, 1970) relates the frustrations and persistence of a little boy trying to build a castle which repeatedly topples to the floor. Dig, Drill, Dump, Fill (1975), a wordless book by Tana Hobart, provides opportunities for looking at and talking about photographs of construction machinery.

A LITERACY-ENRICHED BLOCK-PLAY CENTER

Although literature supporting the integration of literacy materials into dramatic play settings is abundant

Block Play: Building a Foundation for Literacy Table II. SuggestedBooks for a BlockPlay Center
Barton, B. (1981). Building a House. NewYork: Greenwillow. Burton, V. (1939). Mike Mulligan and His Steam Shovel. Boston: HoughtonMifflin. Burton, V. (1942). The Little House. Boston: HoughtonMifflin. Gibbons, G. (1986). Up Goes the Skyscrape~ NewYork: Macmillan. Hoban, T. (1975). Dig, Drill, Dump, Fill. NewYork: Greenwillow. Hutchins, R (1971). Changes, Changes. New York:Macmillan. Mayers, R (1970). Just One More Block. Chicago:Whitman. Rockwell,A. (1986). Big Wheels. NewYork: Dutton. Stevenson, R. (1988). Block City. New York:Dutton. Books relevant to a specific curricular theme can also be provided. For example, if children's daily experiences are revolving around the topic of trains, books about trains would be appropriate for integrating block play into the thematic unit. House plans are also useful reading material for young children. Typically, these are available in both letter size and large blueprint size from local builders; model homes in new housing communities generally have an ample supply of complimentary plans. The smaller-sized plans can be made into a book if the drawings are placed in individual plastic sleeves and organized in a three-ring binder. Larger blueprints can be displayed at children's eye level on walls of the blockplay center or can be stored rolled up on shelves to be spread out on the floor during construction. Magazines are another reading source that will expose young children to print. As children browse through the publications, they may get ideas of what to build or may find items which may be used to accessorize their constructions. For example, children may cut or tear out magazine photographs of people and later place them in a block house. Travel magazine photographs of skylines and cities may prompt the construction of skyscrapers and highway systems.

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saved for further work at another time. Additionally, large sheets of newsprint (i.e., 18 x 24 inches) can be available for children who wish to draw and label their own original construction plans. Invoices and order forms might also be provided to prompt meaningful writing experiences. Children building a house can fill out a form to order additional lumber (i.e., blocks) and construction materials. Similarly, a builder can complete an invoice to request payment for her construction labor and materials.

LITERACY EXPERIENCES BLOCK PLAY

DURING

What happens when reading and writing materials are included as props in a block-play center? Do literacy experiences accompany children's episodes of constructive play? According to observations made in two preschool settings, the answer appears to be yes. Literacy materials were placed in the block-play centers of two preschool classrooms; episodes of spontaneous block play were videotaped, and samples of children's writing were collected. The purpose of the project was not to conduct a quantitative, scientific study, but to observe children in a naturalistic setting and draw some conclusions regarding their use of literacy materials when engaged in block play. In both preschool settings, reading and writing supplies prompted numerous literacy events.

Reading
House plans and blueprints generated a great deal of interest and prompted a variety of reading experiences. While some children simply looked at schematic drawings of exterior elevations and used them as models for building, other children were especially interested in floor plans and asked teachers for explanations of the print and diagrams. When one teacher pointed out the location of a home's fireplace by showing a child the word fireplace on the blueprint, the child diligently looked at other plans to locate the same feature. On discovering the fireplace drawn on another plan, the child proudly said, "Look, here's the fireplace. See? Here's
F."

Writing Materials
A variety of supplies in the block-play center will encourage and support young children's early attempts at writing. An assortment of pencils, crayons, and markers can be organized in small baskets and placed on the block shelves. Different sizes, colors, and types of paper (e.g., lined and unlined paper and notecards) can be used to make signs and labels. Post-it TM pads, in many sizes and colors, are especially useful since they are easily attached to block buildings. Rolls of adding-machine and/or calculator tape can be used to make large signs or banners. This type of paper may also "rope off" an incomplete project; when the paper is wrapped around the area and an "under construction" sign is attached, children will understand that this structure is being

Books also initiated reading events, though less than house plans. Children browsed through the books and magazines both individually and with other children. In some cases, stories were "read" silently. In other situations, children discussed illustrations, "read" aloud, or asked a teacher to read a selected book. Each of these varied experiences enabled children to interact with printed material and familiarize themselves with

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how books work. Naturally, writing produced by the children themselves also provided opportunities for reading. Since children were intrigued by the signs and labels of others, the question "What are you making?" was frequently replaced with "What does this say?" It was apparent that writers understood the communicative function of their laborious scribbles. When one child questioned the identity of another child's structure, the builder pointed to an attached sign and responded, "Can't you read?"

Stroud

Fig. 2. An identification label for a "house."

Writing
During block play, children's writing experiences seemed to focus on the ownership, identification, and permanency of block structures. Three-year-old Derrick, like many children, established a sense of ownership by writing his name on a Post-it note and affixing it to his dinosaur house (see Figure 1). Name writing was quite common; children placed great importance on letting others know who had created a particular structure. Writing further served the purpose of identification as children made labels for their block structures. On completion of a project, children frequently wrote one or two words to let others know what had been built (see Figures 2 and 3). Sometimes a child's name was combined with a label; this not only identified the function of the building but also established ownership. Such was the case when 4-year-old Britany made a sign which she later read as "Britany's party house" (see Figure 4). The desire for permanency was apparent when children made signs to prevent the demolition of their structures. Although some children asked a teacher to make and attach a "save" sign to their constructions,
TM

Fig. 3. An identification label for a "boy's bedroom."

Fig. 4. An identification label for "Britany's party house."

d
Fig. 1. Derrick's sign for letting others know he built the dinosaur house.

Fig. 5. "No knocking down"

Block Play: Building a Foundation for Literacy

other children wrote their own "do not touch" messages. A n example was seen when one 5-year-old boy scrawled his version of "no knocking down" on a piece of construction paper and carefully placed it in front o f his building (see Figure 5). Writing materials were also used for drawing. One girl repeatedly drew doors and windows on 3 x 5 inch notecards; these were attached to the blocks and became integral parts of her building. One boy went to a chalkboard and drew a large blueprint for a building he was planning to create. In other cases, numerous blank PostitTM notes were used to decorate block structures. CONCLUSIONS Based on observations of spontaneous block play in naturalistic c l a s s r o o m settings, a l i t e r a c y - e n r i c h e d block-play center appears to be promising in the development and practice of emergent reading and writing skills. By adding literacy props to their collection of traditional block-play accessories, teachers can expand the realm of constructive block play into the world of reading and writing. In this type of enriched block-play center, young children will have an opportunity to build not only houses and highways but also a foundation for literacy.

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Burton, V. (1939). Mike Mulligan and his steam shovel. Boston: Houghton Mifflin. Burton,V. (1942). The little house. Boston: Houghton Mifflin. Cartwright, S. (1988). Play can be the building blocks of learning. Young Children, 43(5), 44-47. Gibbons, G. (1986). Up goes the skyscraper. New York: Macmillan. Hirsch, E.S. (1984). The block book. Washington, DC: National Association for the Education of Young Children. Hoban, T. (1975). Dig, drill, dump, fill. New York: Greenwillow. Hutchins, E (1971). Changes, changes. NewYork: Macmillan. Mayers, P. (1970). Just one more block. Chicago: Whitman. Morrow, L. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5, 537-554. Morrow, L. (1993). Literacy development in the early years (2nd ed.). Boston: Allyn & Bacon. Morrow, L. (1995, January). Literacy all around. Early Childhood Today, pp. 34-41. Morrow, L., & Rand, M.K. (1991). Promoting literacy during play by designing early childhood classroom environments. The Reading Teacher, 44, 396-402. Neuman, S.B., & Roskos, K. (1990). Play, print, and purpose: Enriching play environments for literacy development. The Reading Teacher, 44, 214-221. Provenzo, E.F., & Brett, A. (1983). The complete block book. Syracuse, NY: Syracuse University Press. Rockwell, A. (1986). Big wheels. New York: Dutton. Roskos, K. (1988). Literacy at work in play. The Reading Teacher, 41, 562-567. Roskos, K., & Vukelich, C. (1991). Promoting literacy in play. Day Care and Early Education, 19, 30-34. Schickedanz, J. (1986). More than ABCs: The early stages of reading and writing. Washington, DC: National Association for the Education of Young Children. Stevenson, R. (1988). Block city. New York: E.R Dutton. Strickland, D., & Morrow, L. (1989). Environments rich in print promote literacy behavior during play. The Reading Teacher, 43, 178-179. Vukelich, C. (1990). Where's the paper? Literacy during dramatic play. Childhood Education, 66, 205-209. Vukelich, C. (1993). Play: A context for exploring the functions, features, and meaning of writing with peers. Language Arts, 70, 386-392.

REFERENCES
Allgeier, I. L. (1991). Naturalistic study of the literate behaviors of 4year-old children occurring during spontaneous play in the hollow block area of a preschool classroom. Paper presented at the

Annual Conference of the Eastern Educational Research Association, Boston. Barton, B. (1981). Building a house. New York: Greenwillow,