Compare and contrast your posts, provide additional detail on how you can promote continuous development through the stages. Suggest modifications, accommodations, and alternative activities when working with children with learning differences. 5 sentences or more.

I chose the second picture of the little boy wearing the yellow shirt. To me it looks as if he is in stage three of MacDonald’s Stages of Block Play. Stage three says, during this stage of development, children begin building structures, especially bridges. At first, children will set up two blocks, leave a space between them, and place a block between to span the space. As children master the bridge concept, the bridges become more elaborate. I choose this stage because the child looks very focus and determined to create something. He has blocks stack together as if he is building structures.

The skills associated with the particular stage are eye-hand coordination, problem solving, fine motor skills, patience, creativity and determination. I’m sure it’s a lot more but those are a few.

If children begin block play in their earlier years it will increase their motor, cognitive and physical development.

Motor development- It can help with small and large muscle development. As infants develop increasing motor competence, they use perceptual information to inform their choices about which motor actions to take (Adolph & Joh, 2007).

Cognitive- block play helps them demonstrate positive approaches to learning. They become very attentive and engaged because they are interested in what they are building. It helps them solve problems. For instance their structure may fall down or get knocked down, they can figure out what to do next if this happens. They also begin to think symbolically. They use the blocks to represent something that is not present.

Physical development- they begin to demonstrate balancing skills by making sure the blocks stay balance on each other without falling over. They also demonstrate fine-motor strength and coordination by using their fingers and hand to build the structures.

My understanding of block play will influence my personal framework of play because I must first and foremost understand child development. Child development is vital when implementing developmentally appropriate practices. If I don’t have the appropriate materials in the block area then there will probably be chaos among the students. Something may be too big or too small depending on the age group. So making sure that everything is developmentally appropriate is a must. I must also understand the meaning of block play and what areas of development it increases. As an educator we must be able to explain why we believe certain play areas are important in early childhood.

Accommodations/Modifications- for a child who may be wheel chair bound and wants to play with blocks, you can probably ask the therapist or doctor about sitting them in a bean nag chair during center time. This will lower them to the other children’s level and they can participate in block play. Or you can even move some blocks to the table tops for them.

References

Adolph, K. E., and A. S. Joh. 2007. “Motor Development: How Infants Get Into the Act,” in Introduction to Infant Development (Second edition). Edited by A. Slater and M. Lewis. New York: Oxford University Press.

Frost, J., Wortham, S., & Reifel, S. (2011). Play and child development (4th ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Pamelasunshinetv. (2011, January 23). Play: Preschooler and toddler building with blocks (Links to an external site.)Links to an external site.[Video File]. Retrieved from

 
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