Abstract
Block play is much more than a classroom center; it is a place where children explore ideas, solve problems, communicate, and work together in meaningful ways. This article examines how block play supports children’s social-emotional, cognitive, physical, and language development through hands-on experiences that feel natural and engaging. Using classroom examples and current research, the article highlights how block play changes over time, how teachers can thoughtfully support and extend children’s thinking, and how simple adjustments to materials and setup can deepen learning. Rather than requiring elaborate activities, strong block play environments grow from careful observation, responsiveness, and an understanding of children’s interests and development. Ultimately, block play offers a powerful window into children’s thinking, persistence, creativity, and relationships.
Recommended Citation
Szanter, Stephanie and Ota, Carrie L.
(2026)
"More Than Just Blocks: Supporting Development Through Block Play in Early Childhood,"
Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators: Vol. 2:
Iss.
2, Article 4.
Available at:
https://repository.lsu.edu/spark/vol2/iss2/4
Included in
Development Studies Commons, Early Childhood Education Commons, Elementary Education Commons, Teacher Education and Professional Development Commons