Knowledge under Construction investigates how young children
develop spatial, geometric, and scientific thinking
skills-particularly those associated with architecture. Based on
original research and analysis of videotapes of children's play
with blocks, the authors' findings suggest that such play is
anything but pointless. Their conclusions fill in gaps in our
current understanding of how children learn to think spatially and
scientifically even while challenging portions of that
understanding, including some of Piaget's thesis about the primacy
of topological space in children's learning. A system of
measurement developed to identify and categorize children's
spontaneous behavior at play allows adults to observe patterns of
behavior as children play and record the development of process
skills and cognitive abilities, enhancing our understanding of how
children begin to learn about space and architectural
relationships. The book also examines the educational implications
of our enhanced understanding. One possible development is a new,
alternative way to measure cognitive abilities and development in
children based on their work with blocks.
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