Answer to Question 1
ANSWER:
Supply an adequate number and enough differing shapes of blocks and a variety
of materials for the number of children using them.
Provide ample space. Help prevent children from knocking over constructions made by other children. Mark off one to two feet of space away from the perimeter of the block shelves with colored masking tape. Explain that structures cannot be built between the shelves and the tape. This will help prevent conflicts.
Use open shelves, not baskets or bins, for easy access to the blocks. This helps to show the children that the blocks center is a place with a purpose and a sense of order.
Guide children to match the blocks to the shapes on the shelves to put them away.
Help children understand that they should take down their own buildings using only their hands.
Put blocks away before leaving the block center. Children need guidance and sometimes teachers physical assistance in putting blocks and other classroom materials away.
Preserve structures, if possible, from day to day if the children make a request to do so. This shows respect for their buildings and roadways.
Have a camera available for photographs. Taking photographs and making
sketches are important to preserve the childrens block designs.
Encourage the children to make signs for their structures.
Approach each difficulty in the block area with a developmentally appropriate response.
Answer to Question 2
ANSWER: Allow family members to join their children in block play and provide information for families about the benefits of block play. Post pictures of children building and stories about their structures. Ask parents who work in construction to come talk with children.
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Schematic representations of (a) random, (b) alternating, (c) block, and (d) graft copolymers.
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Describe the Conceptual Forecasting Framework in your own words.
Describe the Conceptual Forecasting Framework in your own words.