“You should send your son here. We have an excellent academic program because we play with blocks! You see with blocks there are several levels of play as children progress developmentally (I would then explain these levels to the parent). And, block play involves multiple reading readiness experiences and challenges (I would then mention various vocabularies and concepts such as ‘on,’ ‘near,’ ‘by,’ etc.) and math concepts (I would then explain how since the blocks were constructed in one unit, two unit, and four unit sizes, how number concepts were introduced, and so forth). Yes, for a strong academic program, you definitely should consider this program!”
“You should send your daughter here. We have an excellent social-emotional program because we play with blocks! You see with blocks play there are multiple social-emotional challenges as children progress developmentally. Block play involves meeting ones own needs in the context of a community of other block players who have needs themselves. We purposefully don’t have enough blocks for each child to have his or her own set. Figuring out how to share, to communicate needs, to establish what is fair, do conflict resolution and also to delay gratification are inherent processes to the block play. Yes, for a strong social-emotional program, you definitely should consider this program!”
“You should send your son here. We have an excellent very stimulating creative program because we play with blocks! You see with blocks play as children gain more mastery manipulating them, they continually explore and experiment with them: stacking them this way or that, lining them up, creating shapes, building environments for imaginative play, integrating them with other toys and people with limitations only for safety. In addition, we have a variety of blocks (small wooden, large cardboard, attribute blocks, Unifix cubes, and so forth), each of which stimulate both intellectually and sensorially in different ways. Sometimes we use ‘blocks’ in our arts and crafts activities to create 3D projects. Yes, for a strong stimulating creative experience, you definitely should consider this program!”
Or, “He’s very athletic and…” “… We have BIG blocks! And use them for a lot of physical activities: jumping, running, climbing, slaloming, obstacle course…”
1) Development happens in STAGES.2) There are CRITICAL PERIODS in development. when the person is more vulnerable to harm or available for growth.3) QUANTITATIVE changes lead to QUALITATIVE change. Small increases in quantity (amount, frequency, skill, etc.) lead to significant quality differences or movement into another stage.4) Development is SEQUENTIAL. There is an order to development… 1st, 2nd, 3rd, etc.5) Development is PROGRESSIVE. The development of the earlier stages set up for the development of later stages.6) SKIPPING or RUSHING development doesn't work and/or causes harm. The developmental demands that are skipped or rushed will pull the person back for completion or resolution until they are completed. You can get stuck or regress to such stages until they are resolved.7) Excessive STRESS, ABUSE, or TRAUMA will get people stuck or to regress at that stage. Such extreme experiences draw a person's energy and attention away from dealing with or resolving the developmental needs of the individual's stage. (Skipping or Rushing development creates stress in of itself.)8) DEVELOPMENTAL ENERGY will eventually reassert itself.9) RESILIENCY allows for skipped, rushed, incomplete, stalled, regressed, or suppressed Development to be re-stimulated in the organism.10) SATIATION of developmental needs allows for movement on to the next developmental challenge. Until the developmental needs of the stage are met, an individual will stay in the stage.
1) whether the "pushed down (from traditionally older classes)" curriculum is still in the locus of proximal development or well beyond (as opposed to slightly above) their capacities, and2) how to present experiences of concepts (such as conservation) in developmentally appropriate contexts (physically, socially, emotionally, etc.).