Page:American Journal of Psychology Volume 21.djvu/128

118 is usually the principal part of the building, and is built high as possible. It is quite evident from the returns that children derive especial satisfaction from placing the blocks one upon the other. This seems to be one of the first uses which they learn to make of them, and is continued through the blockbuilding period. Another interesting exercise is to place dominoes or other similar blocks in such position that when one is pushed over it pushes over the one next to it and so on until all are down. These rows are often made as crooked as possible to still accomplish the end desired. The child seems to learn for the first time that it has the power to arrange blocks so that the result will be greater and farther reaching than is ordinarily the case. It learns to extend its power of doing things in a new and, to it, surprising way. This is also done in piling up the blocks and having them fall.

Other things which are built are walls enclosing space which may be called a sheepfold for protection against wolves. Or they may be protection against enemies of the children, or prisons. They are varied in shape, often circular or some other odd form. Children also build engines, cars, bridges, smokestack, blacksmith shop, boat, Noah's ark, fountain, mountain, fire engine, park, etc.

The important fact here is not their success or failure in attempting any of these things; but rather that they would undertake to represent such varied and often complex things. The interest which children manifest in this construction play could certainly be turned to great advantage in their physical and mental development, if properly utilized. Both the home and the kindergarten and even the lower grades could do much more than is done in providing for and encouraging this interest. The possibilities here have not yet been fully developed. If the blocks were made somewhat larger than is ordinarily the case and of heavier material, the child would get excellent exercise in making these constructions. The effort of the child to put into objective form his ideas is certainly stimulating in the highest degree, and its encouragement would do more for the child than much of the more abstract work that is being done in the schools of to-day. The study by the teacher of these crude efforts of the child would be a very profitable thing. In no other possible way can one get a better notion of the child's limitations. and difficulties than by a sympathetic study of these early constructions.

Just what do children construct with sand and earth and how do they play with it? The returns fully agree with common observation in that they show that children like very much to