From the Toysit archive
Block Play: What a Later Pilot Study Found
Read the later pilot trial alongside Toysit’s 2005 block-play announcement, then try a simple invitation to build, describe and follow a child’s idea.
The question at a glance
What did the later study find?
A child sets one block beside another. A wall becomes a road; a road becomes a place for a small imagined visitor. There is plenty to notice and talk about in that changing arrangement.
Toysit’s September 2005 page announced research into block play, attention and language. A related 2007 trial gives that historical announcement a follow-up worth reading.
From plans to findings
The randomized trial enrolled 175 families with toddlers aged 18–30 months at a Seattle clinic. One group received blocks and newsletters; the other received blocks after six months. Follow-up reached 140 families.
There was no statistically significant difference in the attention measure. Whole-sample language results also missed the conventional statistical-significance threshold. A prespecified subgroup with annual household incomes below $75,000 at the time showed higher language scores in the intervention group.
Interpret these parent-reported findings within one clinic, incomplete follow-up and the combined blocks/newsletters intervention. The attention measure was not an ADHD diagnosis. The published paper provides methods and results.
Try this: build and describe
A shared building moment can begin with the child’s own idea. This original Toysit invitation uses a small selection of blocks suitable for the child, following their age and care guidance, on a clear, stable surface. Keep constructions low and within easy reach.
- Let the first piece lead. Give the child time to choose and place a block. Watch which piece they reach for next. A flat arrangement is as useful for this activity as a stack.
- Notice one thing. Describe a visible detail in a short sentence: “The red one is beside the long one,” or “You left a space in the middle.” Use the colors and shapes actually present.
- Leave room for a response. The child may add a block, point, speak or keep building. Follow that choice. A pause can be part of the shared activity.
- Offer a story if it fits. If the arrangement suggests a road or a room, wonder aloud who might visit. Let the child choose whether to add that idea or continue with their own.
- Notice a change. When a piece moves, describe what is different. Finish whenever the child is ready, perhaps naming one part of the arrangement before putting the blocks away.
Enjoy the conversation and construction at their own pace. The prompt supplies no score, developmental target or treatment claim. For a more involved building story, try the Wooden Building Blocks moving-in activity.
The historical record
Original Toysit coverage
The complete September 20, 2005 announcement follows, including its original headline, quotations, survey claims and incomplete sentence fragment. Its predicted sample size and reporting date describe plans at that time, not the later paper’s actual enrollment or publication date.
Positive Impact Block Play Has On Focus, Attention, and Learning
In 2005, award-winning educational toy manufacturer, Mega Bloks underwrote first-of-its-kind independent pilot clinical research study to evaluate the developmental benefits Mega Bloks' building toys have on focus, attention, and learning.
"With more than two million children in the U.S. currently diagnosed with attention deficit disorder (ADD), and with attention-deficit/hyperactivity disorder (ADHD) affecting more than 10 percent of children in the U.S., the statistics are worrisome," said Dimitri Christakis, MD MPH and Director of the Child Health Institute. "Even among children without these disorders, we believe over-exposure to media and technology may impede children's ability to focus and pay attention."
Under the premise that children's attention and focus skills are threatened by excessive media exposure and other distractions, the Child Health Institute of the University of Washington will conduct a year-long study of 200 children between the ages of 18 to 30 months to determine whether interaction with Mega Bloks building toys can have a positive balancing effect on children's development. The pilot research study will begin immediately and results are expected in August 2006.
"We are focused on enriching the lives of children who play with our toys, and as such have been recognized as a world leading toy company," said Vic Bertrand, executive vice president and chief operating officer for Mega Bloks. "This pilot research study will expand what we hold to be true about the positive effect building block play can have on child development and learning."
Citing parental feedback gained through conducting numerous focus groups, Mr. Bertrand added, "We know parents value our educational block toys in that they hold the attention of their children." A Harris Interactive(R) survey commissioned by Mega Bloks in August confirmed that 98 percent of parents(1) are aware of at least one of the many key benefits of building block toys.
overall ability to focus and pay attention," said Vic Bertrand. "Educators and researchers believe traditional block play strikes a balance, and ultimately helps children develop a range of skills important to learning." According to a national Harris survey, though 76 percent of parents believe various forms of entertainment may have a negative impact on their child's attention span and learning, only 51 percent of parents agreed that their child's ability to focus and pay attention may impede his/her learning potential.
"Block play is one of the most intellectually rewarding play activities in which a child can mentally and physically engage," said Dr. Jane M. Healy, child development expert, well-known author of Your Child's Growing Mind. "Based on the Harris survey, it seems not enough parents fully understand how important children's focus and attention skills are for learning." Dr. Healy added, "There is a fundamental difference in a child's attention skill strength when their attention is being passively stimulated, such as through television, and their attention is being actively concentrated, such as through block play. We hope to educate parents on both of these issues through this revolutionary pilot research study."
Led by Dr. Christakis, The University of Washington research team will conduct a randomized controlled trial that will involve providing 100 of the children with a set of Mega Bloks toys at the beginning of the study. The remaining children will not receive the Mega Bloks toys until the conclusion. The research team will evaluate the developmental differences between both groups at the end of the trial.
"This study will help us determine whether building blocks allow children the possibility to become playfully immersed in the activity and further encourage them to talk and share ideas with others," said Dr. Christakis. "By using the MacArthur Communicative Development Inventory, and the Achenbach Child Behavior Checklist, we will measure changes in children's language development, in their attention spans, and in the amount of television viewing as a result of introducing blocks into their daily routines."
"At Mega Bloks we provide children with tools that help build valuable skills for life," added Mr. Bertrand. "We are thrilled about this opportunity with The University of Washington as we strongly believe that the research will expand on the benefits many consumers associate with our blocks, such as improved hand-eye coordination, creativity, and math and science skills. We are excited to prove through research that our blocks are part of the solution to helping kids improve their focus and attention skills in a world where this skill set seems to be worsening."
Sources and editorial notes
Mega Bloks funded the trial and supplied blocks; the paper excludes sponsor involvement in data acquisition and analysis. The investigator, setting, sponsor and timing align with the announcement, but no direct project identifier was established. This is a historical follow-up, not a comprehensive current evidence review. The play invitation is original Toysit editorial work, not a study protocol or assessment.
- Christakis, Zimmerman and Garrison: block-play pilot trial — Archives of Pediatrics & Adolescent Medicine, 2007;161:967–971. DOI: 10.1001/archpedi.161.10.967. Full paper and tables reviewed.
- PubMed: trial record and abstract — PMID 17909140; publication identity and abstract.
- Original Toysit coverage — Complete historical text, original SSI values and recorded dates retained.
The original headline, date and complete announcement are retained as historical material. How Toysit covers toys.
Created for Toysit by Tabbloza — the artwork in our header.
