14 Best Practice Tips for Early Childhood Block Play

In early childhood classrooms, block play can support skill development in many important areas, including early mathematics and literacy, communication and social skills, and problem solving. Use the strategies in today’s post to help young children learn and reinforce new skills through block play—all while promoting positive adult–child relationships and peer interactions. (These tips are adapted from Volume 5 of the tiered AEPS®-3 Curriculum—the “Ready” level, which encompasses more complex developmental and early academic skills.)

• Provide a variety of block sizes and shapes, made from different materials (foam, wood, plas­tic, cardboard).
• Make sure there are enough blocks and space for at least three children to build their own individual structures.
• Include props such as toy vehicles, animals, and people, as long as the props do not inter­fere with children’s ability to actually build with blocks.
• Help children learn the rules in the blocks area by setting consistent expectations around your rules and enforcing them (for example: use blocks to build, build only as high as your chin, clean up when finished).
• Encourage children to use large cardboard blocks to build together and participate in imagi­nary play with peers. Children can use the blocks to build roads, garages, zoos, and houses, and then use these structures in their play with others.
• Model the use of blocks in a way that enhances mathematical skills, such as counting, comparing numbers, adding, and subtracting.
• Expand children’s vocabulary by allowing them to ask questions during block play. Be sure to answer in a calm voice so that asking questions is an inviting activity for young children. Give immediate, specific feedback when children answer a question asked of them during block play.
• Provide verbal prompts to encourage children to keep working on a block activity (“What can you add to your creation next?”).
• Use alphabet blocks to help children learn to match uppercase and lowercase letters, build words and names, and pronounce sounds.
• Use parallel talk when modeling a task for children so they know what is happening and what they need to do. Parallel talk can also be used while peers model a task for other children to help the others understand.
• Follow children’s lead when they have mastered a task during block play, and let them show or explain how they did it.
• Use a visual timer to help with transitions (for example, when children are taking turns using a popular set of blocks). Place timers in a location where children can easily see them.
• If the blocks area becomes too busy or overwhelming for some children, offer a set of tabletop blocks away from the blocks area.
• Shorten or extend the amount of time for block play based on children’s individual needs.

Try the tips in this post to make the most of block play in your classroom, and be sure to provide multiple opportunities for children to engage in this enriching play (both indoors and outdoors if possible).
Note: Make sure all materials used for block play are nontoxic, safe to use, and washable for easy cleanup. Check the ingredients of all materials before use, especially if children who have allergies are present.

This post was adapted from Grisham, J., & Slentz, K. (Eds.). (2022). AEPS®-3 Volume 5: Curriculum—Ready. In D. Bricker, C. Dionne, J. Grisham, J. J. Johnson, M. Macy, K. Slentz, & M. Waddell, Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co.