Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Early Intervention
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Hanline, M. F.
Right arrow Articles by Phelps, P.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Young Children's Block Construction Activities: Findings From 3 Years of Observation

Mary Frances Hanline

Florida State University, mhanline{at}garnet.acns.fsu.edu

Sande Milton

Florida State University

Pamela Phelps

Tallahassee, Florida

The purpose of this study was to explore the development of the complexity of block constructions of preschool children and to determine the effects of various factors on the children's block play. Sixty-five children were observed a total of 421 times, over the course of 3 years. Hierarchical linear modeling was used to determine the effects of disability, gender, and time the child was involved with block construction activity on the developmental complexity of block constructions. Results indicate that (a) the complexity of children's block constructions increase with chronological age, (b) time the child was involved with block construction activity has a positive effect on block construction complexity, and (c) gender did not influence block construction complexity. Implications of findings are discussed in relation to increasing understanding of children's development and to authentic assessment approaches.

Journal of Early Intervention, Vol. 24, No. 3, 224-237 (2001)
DOI: 10.1177/10538151010240030701
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Young Exceptional ChildrenHome page
A. Notari-Syverson and F. H. Sadler
Math Is for Everyone: Strategies for Supporting Early Mathematical Competencies in Young Children
Young Exceptional Children, June 1, 2008; 11(3): 2 - 16.
[PDF]