New York City nursery school. Smoot

New York City nursery school. Smooth, solid, and increasing in size in length only, unit blocks allow children the comfort of repeating forms and predicting results. Although initially expensive, unit blocks are indestructible and are a good investment.

A variety of blocks might be used in addition to unit blocks. Large, wooden, hollow blocks; cardboard blocks; blocks made from wood scraps that have been sanded and smoothed; and blocks made from paper milk cartons stuffed solidly with news paper and covered with paper are all useful. Storage of blocks is easiest on open shelves with a place on the shelf for each shape and size. When blocks are stored in this manne; children can see all of the possibilities for constructing and can find the right block for the right job. Symbols on each shell) representing the shape of the block to be stored there, help children remember where to return the blocks when they have finished working with them (Hewett, 2001).

A smooth, hard surface is best for constructing. If possible, allow the buildings to stand as long as the children’s interest lasts. Encourage the children to add to or rebuild them, thereby extending their original concept and using it in play. lf this is not possible, you can set aside an area away from traffic and with a measure of privacy for block play. Chi1dren`s first block buildings are explorative. Young children begin to build by placing the blocks in rows or making lines across the floor. Later they start putting one block on top of another, knocking them down, their beginning again. Simple construction is next, with square and rectangular buildings of one level appearing (Hewett, 2001). Older children, who have a wider background of experiences, begin to create the things they have observed in the community-the zoo, the air- port, an apartment house, a mobi1e»home park, and the neighborhood. They begin cooperative play with plans, goals, and purposes: their block play and its resulting structures become increasingly complex based on group effort and individual ideas.

Literature stimulates primary children to construct many kinds of things with blocks:
• Read The Lot at the End of My Block [Lewis & Cartwright, 200 l ) Then children can figure out how to build a house with blocks.
• Read Tunnels G0 Undergroundmi Building Block Book (Hill, 2000), which engages children in building tunnels with blocks.
• Read Building an Igloo (Steitzer, 1995), and try to engineer an igloo with blocks.
• Read Canals Are Water Roads (Hill, l997a), and build canals with blocks,

Children can create their own literature around block building. At the Center for Young Children at the University of Maryland, the 3-, 4-, and 5-year-olds keep block journals. Teachers take digital photos of children’s block buildings and paste them in children’s journals. Children then either dictate or write about their block building. They describe how they balanced blocks, how they used unit blocks to build arches, and how tht' building would be used.

Dramatic Play
Dramatic play encourages children to take on the role of another being and use symbolic thought (see Figure 3.4). Dramatic play has been called a unifying force by

A variety of blocks might be used in addition to unit blocks. Large, wooden, hollow blocks; cardboard blocks; blocks made from wood scraps that have been sanded and smoothed; and blocks made from paper milk cartons stuffed solidly with news paper and covered with paper are all useful. Storage of blocks is easiest on open shelves with a place on the shelf for each shape and size. When blocks are stored in this manne; children can see all of the possibilities for constructing and can find the right block for the right job. Symbols on each shell) representing the shape of the block to be stored there, help children remember where to return the blocks when they have finished working with them (Hewett, 2001).

A smooth, hard surface is best for constructing. If possible, allow the buildings to stand as long as the children’s interest lasts. Encourage the children to add to or rebuild them, thereby extending their original concept and using it in play. lf this is not possible, you can set aside an area away from traffic and with a measure of privacy for block play. Chi1dren`s first block buildings are explorative. Young children begin to build by placing the blocks in rows or making lines across the floor. Later they start putting one block on top of another, knocking them down, their beginning again. Simple construction is next, with square and rectangular buildings of one level appearing (Hewett, 2001). Older children, who have a wider background of experiences, begin to create the things they have observed in the community-the zoo, the air- port, an apartment house, a mobi1e»home park, and the neighborhood. They begin cooperative play with plans, goals, and purposes: their block play and its resulting structures become increasingly complex based on group effort and individual ideas.

Literature stimulates primary children to construct many kinds of things with blocks:
• Read The Lot at the End of My Block [Lewis & Cartwright, 200 l ) Then children can figure out how to build a house with blocks.
• Read Tunnels G0 Undergroundmi Building Block Book (Hill, 2000), which engages children in building tunnels with blocks.
• Read Building an Igloo (Steitzer, 1995), and try to engineer an igloo with blocks.
• Read Canals Are Water Roads (Hill, l997a), and build canals with blocks,

Children can create their own literature around block building. At the Center for Young Children at the University of Maryland, the 3-, 4-, and 5-year-olds keep block journals. Teachers take digital photos of children’s block buildings and paste them in children’s journals. Children then either dictate or write about their block building. They describe how they balanced blocks, how they used unit blocks to build arches, and how tht' building would be used.

Dramatic Play
Dramatic play encourages children to take on the role of another being and use symbolic thought (see Figure 3.4). Dramatic play has been called a unifying force by

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New York City nursery school. Smooth, solid, and increasing in size in length only, unit blocks allow children the comfort of repeating forms and predicting results. Although initially expensive, unit blocks are indestructible and are a good investment.A variety of blocks might be used in addition to unit blocks. Large, wooden, hollow blocks; cardboard blocks; blocks made from wood scraps that have been sanded and smoothed; and blocks made from paper milk cartons stuffed solidly with news paper and covered with paper are all useful. Storage of blocks is easiest on open shelves with a place on the shelf for each shape and size. When blocks are stored in this manne; children can see all of the possibilities for constructing and can find the right block for the right job. Symbols on each shell) representing the shape of the block to be stored there, help children remember where to return the blocks when they have finished working with them (Hewett, 2001).A smooth, hard surface is best for constructing. If possible, allow the buildings to stand as long as the children’s interest lasts. Encourage the children to add to or rebuild them, thereby extending their original concept and using it in play. lf this is not possible, you can set aside an area away from traffic and with a measure of privacy for block play. Chi1dren`s first block buildings are explorative. Young children begin to build by placing the blocks in rows or making lines across the floor. Later they start putting one block on top of another, knocking them down, their beginning again. Simple construction is next, with square and rectangular buildings of one level appearing (Hewett, 2001). Older children, who have a wider background of experiences, begin to create the things they have observed in the community-the zoo, the air- port, an apartment house, a mobi1e»home park, and the neighborhood. They begin cooperative play with plans, goals, and purposes: their block play and its resulting structures become increasingly complex based on group effort and individual ideas.Literature stimulates primary children to construct many kinds of things with blocks:• Read The Lot at the End of My Block [Lewis & Cartwright, 200 l ) Then children can figure out how to build a house with blocks.• Read Tunnels G0 Undergroundmi Building Block Book (Hill, 2000), which engages children in building tunnels with blocks.• Read Building an Igloo (Steitzer, 1995), and try to engineer an igloo with blocks.• Read Canals Are Water Roads (Hill, l997a), and build canals with blocks,Children can create their own literature around block building. At the Center for Young Children at the University of Maryland, the 3-, 4-, and 5-year-olds keep block journals. Teachers take digital photos of children’s block buildings and paste them in children’s journals. Children then either dictate or write about their block building. They describe how they balanced blocks, how they used unit blocks to build arches, and how tht' building would be used.Dramatic PlayDramatic play encourages children to take on the role of another being and use symbolic thought (see Figure 3.4). Dramatic play has been called a unifying force by

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New York City sekolah pembibitan. Halus, padat, dan meningkat dalam ukuran panjangnya saja, satuan blok memungkinkan anak-anak kenyamanan mengulangi bentuk dan memprediksi hasil. Meski awalnya mahal, satuan blok dihancurkan dan merupakan investasi yang baik. Berbagai blok dapat digunakan selain untuk satuan blok. Besar, kayu, blok berongga; blok karton; blok yang terbuat dari potongan-potongan kayu yang telah diampelas dan merapikan; dan blok yang terbuat dari karton susu kertas boneka kokoh dengan kertas berita dan ditutupi dengan kertas semua berguna. Penyimpanan blok paling mudah di rak-rak terbuka dengan tempat di rak untuk setiap bentuk dan ukuran. Ketika blok disimpan dalam Manne ini; anak-anak dapat melihat semua kemungkinan untuk membangun dan dapat menemukan blok yang tepat untuk pekerjaan yang tepat. Simbol pada setiap shell) mewakili bentuk blok yang akan disimpan di sana, membantu anak-anak ingat di mana untuk mengembalikan blok ketika mereka telah selesai bekerja dengan mereka (Hewett, 2001). Sebuah halus, permukaan yang keras yang terbaik untuk membangun. Jika mungkin, memungkinkan bangunan untuk berdiri selama minat anak-anak berlangsung. Mendorong anak-anak untuk menambah atau membangun kembali mereka, sehingga memperpanjang konsep asli mereka dan menggunakannya dalam bermain. Jika hal ini tidak mungkin, Anda dapat menyisihkan tempat yang jauh dari lalu lintas dan dengan ukuran privasi untuk blok bermain. Chi1dren`s bangunan blok pertama yang eksploratif. Anak-anak mulai membangun dengan menempatkan blok dalam baris atau membuat garis di lantai. Kemudian mereka mulai menempatkan satu blok di atas yang lain, mengetuk mereka turun, mereka mulai lagi. Konstruksi sederhana yang berikutnya, dengan bangunan persegi dan persegi panjang dari satu tingkat muncul (Hewett, 2001). Anak-anak, yang memiliki latar belakang yang lebih luas dari pengalaman, mulai membuat hal-hal yang mereka telah diamati dalam komunitas-kebun binatang, pelabuhan udara-, sebuah rumah apartemen, sebuah mobi1e »rumah taman, dan lingkungan. Mereka mulai bermain kooperatif dengan rencana, tujuan, dan tujuan. Bermain blok dan struktur yang dihasilkan menjadi semakin kompleks berdasarkan kelompok usaha dan ide-ide individual Sastra merangsang anak-anak SD untuk membangun berbagai macam hal dengan blok: • Baca Lot at Akhir My Block [Lewis & Cartwright, 200 l) Kemudian anak tahu bagaimana membangun sebuah rumah dengan blok. • Baca Tunnels G0 Undergroundmi Building Block Book (Hill, 2000), yang melibatkan anak-anak dalam membangun terowongan dengan blok. • Baca Building Igloo (Steitzer, 1995), dan mencoba untuk insinyur igloo dengan blok. • Baca Canals Are Air Jalan (Hill, l997a), dan membangun kanal-kanal dengan blok, Anak-anak dapat membuat literatur mereka sendiri di sekitar blok bangunan. Di Pusat Anak Muda di Universitas Maryland, yang 3-, 4-, dan 5-year-olds menjaga blok jurnal. Guru mengambil foto digital dari blok bangunan anak-anak dan menyisipkannya dalam jurnal anak-anak. Anak-anak maka baik mendikte atau menulis tentang blok bangunan mereka. Mereka menjelaskan bagaimana mereka yang seimbang blok, bagaimana mereka menggunakan satuan blok untuk membangun lengkungan, dan bagaimana tht 'bangunan akan digunakan. Drama bermain Drama mendorong anak-anak untuk mengambil peran dari makhluk lain dan menggunakan pemikiran simbolik (lihat Gambar 3.4). Permainan drama telah disebut kekuatan pemersatu oleh

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