Once we had created block areas in the first grade classrooms at Rato Bangala it was time to let the students explore. We gave them no particular assignment as small groups of ten began their interaction with the blocks; they were simply instructed to work with a partner and to build. They tackled the task without hesitation and immediately we began to see rudimentary structures come to life. Some of the children focused on exploration of shapes.
For some, the first task was to create an enclosure bounded by the blocks.
Others worked to create tall structures.
In their work with blocks, as with all curriculum areas, children tend to conform to certain developmental stages and patterns. Three year old block builders often simply carry materials from place to place or place them end to end horizontally. As they grow, they tend to move on to creating enclosures, bridging spaces, focusing on decorative elements, adding height, naming and labeling their buildings and engaging in dramatic play. It was fascinating to watch our Rato Bangala six-year olds explore each of these phases and progress quickly through them as they encountered the materials for the first time. The first-graders proved to be sophisticated builders, collaborators and problem-solvers. One adventurous pair constructed a "bike ramp", stretching from a height even with the top of the shelves to the floor. When I asked them how bikes would get to the top of the ramp to begin their downward journey their first response was to say, "They'll fly". After a bit more questioning and encouragement, the boys came up with the idea of building an elevator and ran eagerly to their teacher to request string and cardboard for the task. Their creativity was so infectious that soon all of the groups at work in the block area were planning elevators for their structures and comparing ideas for the best ways to build them.
The reintroduction of blocks at Rato Bangala can certainly be counted as a success thus far and when I left the school in September the second grade teachers were eagerly awaiting their own sets. There is no doubt, however, that with time questions will emerge, problems will arise, and adjustments will have to be made. I look forward to learning how the groundbreaking Nepali teachers at Rato Bangala will meet these challenges.
