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Preschool
The study of geometry involves shape, size, position, direction, and movement and is descriptive of the physical world we live in.
Juanita V. Copley, The Young Child and Mathematics
Helping children understand and analyze the relationship between two-dimensional representations and three-dimensional objects is one of the major expectations in early childhood geometry (NCTM 2000; NGA & CCSSO 2010). Using 2-D and 3-D materials helps children connect concrete geometric shapes and abstract geometric shapes by enhancing their spatial sense.
According to the Trends in International Mathematics and Science Study TIMSS 2007International Mathematics Report (Mullis, Martin, & Foy 2008), the math test scores of fourth- and eighth-graders in the United States were lowest in the area of geometry, which has been identified as a challenging subject. Researchers and educators claim that children's difficulties in geometry result from lack of concrete experiences and poor spatial sense (Lee, Lee, & Collins 2009; Copley 2010). For example, instead of engaging in hands-on activities in primary grades, children may be asked to memorize attributes of geometric shapes. According to the National Council of Teachers of Mathematics (2000), encouraging children to explore various geomet- ric materials-two-dimensional and three-dimensionalshould be the major focus of early childhood geometry education. Exploration is more effective than memorizing terminology and characteristics because it promotes children's geometric thinking and spatial sense (Lee, Lee, & Collins 2009; Copley 2010). Children need to manipulate both three-dimensional and two-dimensional concrete materials to understand essential geometric concepts such as knowing positions, locations, and structures (NCTM 2000; NAEYC & NCTM 2002; Lee et al. 2008).
Block play is a tool for teaching and learning (Anderson 2010; Cohen & Uhry 2011) that supports children's development (Tokarz 2008). The positive effects of using block play to teach geometry are well documented in both research (e.g., Casey et al. 2008; Hanline, Milton, & Phelps 2010; Ramani et al. 2014) and practical fields (e.g., Tokarz 2008; Piccolo & Test 2010). Many teachers set up block centers without particular objectives so that children can freely manipulate blocks and be creative when building. Child-guided block play provides a valuable opportunity for young children to explore blocks and the spatial relationships between themselves and these geometric objects. However, children also benefit and learn from teachers' guidance when playing.