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Journal of Early Childhood Care and Education
Volume 3, No. 1, March 2020, pp. 14-35
E-ISSN 2615-1413
Open Acces | URL : http://journal2.uad.ac.id/index.php/jecce/article/view/1763
Building blocks play: Model reconstruction, teacher’s guidance and
early childhood creativity
M. Masnipal
Faculty of Tarbiyah and Teacher Training, Universitas Islam Bandung, Indonesia
E-mail: masnipal@unisba.ac.id
Article History
Submitted: February 14, 2020
Accepted: April 30, 2020
Published: May 20, 2020
DOI: 10.26555/jecce.v3i1.1763
Abstract
Teachers in ECE (Early Childhood Education) should have the
knowledge and skills in guiding children when playing blocks, but this
is not shared by most PAUD teachers in Indonesia. Therefore, this study
develops a block play model that refers to the PKPK model from Hirsch
and Dodge with the adjustment of conditions in Indonesia. This
research is a research and development (R&D) that seeks to develop,
refine (re-construct), test, and validate Masnipal-models that are easy
for teachers to use and effectively develop children's creativity. This
study begins with testing the PKPK model to a group of subjects to
obtain data about the ability of teachers to understand and apply the
model. After revisions and improvements, the model of reconstruction
results was further tested. Research subjects were PAUD teachers in
Cianjur (n = 42) and Bandung (n = 78). Data collection uses observation
and peer assessment techniques and data analysis uses descriptive
analysis techniques. The novelty of this study is the resulting Masnipal-
model that facilitates PAUD teachers in Indonesia in guiding children
to develop creativity through block play.
Keywords: blocks play model, childhood, creativity.
Abstrak
Guru PAUD seharusnya memiliki pengetahuan dan keterampilan
dalam membimbing anak ketika bermain balok, namun hal tersebut
tidak dimiliki oleh sebagian besar guru PAUD di Indonesia. Oleh sebab
itu, penelitian ini mengembangkan model permainan balok yang
mengacu pada model PKPK dari Hirsch dan Dodge dengan penyesuaian
kondisi di Indonesia. Penelitian ini merupakan penelitian
pengembangan (R&D) yang berupaya untuk mengembangkan,
menyempurnakan (re-konstruksi), menguji, dan memvalidasi model-
Masnipal yang mudah digunakan guru dan efektif mengembangkan
kreativitas anak. Penelitian ini diawali dengan pengujian model PKPK
kepada suatu kelompok subjek untuk memperoleh data tentang
kemampuan guru dalam memahami dan mengaplikasikan model.
Setelah dilakukan revisi dan perbaikan, model hasil rekonstruksi
selanjutnya diujikan lagi. Subjek penelitian adalah guru PAUD di
Cianjur (n=42) dan Bandung (n=78). Pengumpulan data menggunakan
teknik observasi dan penilaian teman sejawat seta dianalisis
menggunakan analisis teknisk analisis deskriptif. Kebaruan penelitian
ini adalah dihasilkannya model-Masnipal yang memudahkan guru
PAUD di Indonesia dalam membimbing anak mengembangkan
krativitas melalui permainan balok.
Kata Kunci : model permainan balok, usia dini, kreativitas.
M. Masnipal, Building blocks play: Model reconstruction, teacher’s guidance and early childhood creativity
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INTRODUCTION
Creativity development is one of the attempts to improve the quality of human
resources because it can give opportunities to individuals or the public to make constructive
changes in improving and increasing quality of life. Creativity can be learned, manipulated
purposely and be developed anytime anywhere, but experts believe that creativity
development is best done since early age stage (Munandar. U, 1999; Sawyer. R. K, 2006;
Sternberg. R. J. & Williams. W. M., 1996).
Early childhood are having a great development in all aspects; physical, motoric,
language, emotion, social, and cognitive. To reach optimal development, those aspects need
stimulation from its environment. One of the activities to stimulate the development is through
playing. Playing is a part of early child’s life, through playing they explore and develop their
whole potentials, including in improving their understanding, experience, and creativity.
Besides a source of learning, playing can also be used to improve a child’s learning process
and results (Dockett. S. & Fleer. M, 2000; Masnipal, 2013; Morrison G. S, 2012). By playing
children also learn to develop their ability in socializing, language, mathematics, art, creativity,
and academic skills (Hanline. M. F. & Melton. S., 2010).
Block play is one type of game that early childhood like. This type of game can easily
be found in kindergartens, like building blocks, lego, lasy, sand-water, plasticine, and clay. In
block play, children can learn various skills through interactions with their peers or individually.
In many countries, block play becomes a part of programs for early childhood education.
Hollow block and unit block almost always available in kindergartens in Europe and United
States, including blockspot. In Indonesia, almost all early childhood education institutions like
taman kanak-kanak (kindergarten)) or raudhatul athfal (Islam kindergarten) provide block play
as a media of learning for students. However, based on field observation, the block plays are
still not maximally used as learning media to develop students’ potentials. Data shows that this
condition happen because most of the teachers don’t have the ability and skill in guiding
students to play with blocks.
Besides that, there are still a lot of teachers and parents who consider that playing with
blocks is not as important as learning how to read, to write, and to count. This perception
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influences teachers’ motivation in learning the technique of block play and they just let the
students play by themselves without any guidance. Whereas block play have many benefits for
students’ development when used properly. Some researches show the importance of building
blocks play for early age children’s development, such as helping children in developing
imagination, skills of manipulation, creative and dramatic experiences (Dodge. D. T. et al, 2002;
Pankratz. L. M., 2015; Provenzo & Brett, 1984; Wilson, 2018) increasing numerical competence
(Bojorque. G. et al, 2018; S.A., Korucu, Napoli, Bryant, & J.Purpura, 2018) increasing
mathematics competence like counting, recognizing shapes, and mathematic language (Park,
Chae, & Boyd, 2008; Pirrone, Tienken, & Di Nuovo, 2018; Simoncini et al., 2020). Besides that,
There is a close connection between playing with blocks for preschool children and the ability
of reading and mathematics (Hanline. M. F. & Melton. S., 2010). Building blocks play can
increase spatial skill development. In block play, children are naturally able to increase their
ability in observing, communicating, experimenting, and constructing (Borriello & Liben, 2018;
Casey. B. M. et al, 2008; Cohen & Emmons, 2017). The previous study also discovered that
building blocks play is the basis of early civil engineering and architecture skills (Brairaktova. et
al, 2011).
In some advanced countries, a lot of playing techniques are developed to help students
in playing blocks. Two of them have been made as references by many until now, as developed
by E. Hirsch and Dodge, Colker, and Heroman (Bullock, 1992; Dodge. D. T. et al, 2002; Hirsch.
E, 1984; Hoorn. J. V. et al, 1993). Hirsch block play model consists of seven game stages by
making use of dramatic play at the last stage reffering to Smilansky’s sociodramatic play. The
seven stages are (1) carrying and arranging blocks, before using; (2) building basic construction;
(3) setting the bridge, connecting the second and the third blocks; (4) making fence; (5)
decoration pattern and symmetric; (6) giving labels to the structure to play dramatic; and (7)
playing dramatic. The weaknesses of Hirsch model viewed from its usage are that (1) it has to
be done by experienced teachers, at least they should have prior knowledge of constructive
game basic technique, while most teachers in Indonesia don’t have that knowledge so they
need to have a training in advance; (2) Hirsch model doesn’t have usage instructions for
teachers, including dramatic game and what kind of blocks to use; (3) it doesn’t have game
M. Masnipal, Building blocks play: Model reconstruction, teacher’s guidance and early childhood creativity
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scenario to guide teachers and students in encountering every stage of the game, even though
it has the stages of the game.
The other block play technique was developed by Dodge, Colker, and Heroman (Dodge.
D. T. et al, 2002). Dodge technique has four block game stages that the students have to do.
The four stages are (1) choosing and carrying blocks; (2) piling blocks and making roads; (3)
connecting blocks to create structures; and (4) making elaborate constructions. Dodge
suggests the target of developing creating thinking through block play, they are (1) flexibility
in approaching the problem, (2) cause and effect exploration, (3) object classification, (4)
comparing/measuring, (5) arranging objects in a series, (6) recognizing the pattern and being
able to re-do, (7) showing position and room awareness, (8) using numbers and calculating,
and (9) making images and interpreting them. The purpose of developing creative thinking
with what the children are able to do in building block game (Dodge. D. T. et al, 2002) in the
following table.
Table 1. 1. The Connection Between the Purpose of Developing
Creative Thinking and Block Play
No.
Purpose
What children do in block play
1.
Problem approach
flexibility
When a child wants a blue carpet to be the pool, he/she
comes to art area to get a blue paper.
2.
Cause and effect
exploration
If I add one more block, the structure of the building will
collapse.
3.
Object classification
Classifying blocks according to their types and shapes.
4.
Comparing/measuring
Getting a thread to measure two structures.
5.
Arranging objects in a
series
Organizing blocks from big sizes to small sizes.
6.
Recognizing pattern and
re-do
Creating a wall with long and short blocks
7.
Showing position and
room awareness
Saying: “I put animals in the fence. You make a road
outside the fence.”
8.
Using numbers and
calculating
Reminding other students: “You don’t have enough blocks
(pieces) to make a room/building.
9.
Making images and
interpreting
Building a house and giving room names.
Dodge’s block play technique is simpler compare to Hirsh’s model, not only that it has
fewer stages but also completed with the connection between purposes and what children do
in developing their creativities. But this model doesn’t have game scenarios that the teachers
and students can follow so that it is difficult for inexperienced teachers to do, including how
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many meetings have to be done, what and where is the teachers’ role; as observer, guide, or
evaluator. Besides that, this model is general to all constructive plays device when every block
has different levels of difficulties; there are so many types of blocks found in society.
The condition and problems of the two block play models became the basis of the study
to develop a block play model that is suitable, fit, and easy to use by early childhood teachers
in Indonesia. The developed model refer to the two models above. As the first step, the
researcher tried to get data of the condition of early childhood teachers about block play. The
survey results from some kindergartens in Bandung and Cimahi show that almost all early
childhood teachers don’t have the knowledge and skills in playing block play that they have
difficulties to guide their students (Masnipal, 2008). Early childhood can play by themselves or
without guidance, but based on Vygotsky’s sociocultural theory (Vygotsky. L. S, 1978), the help
from adult can improve zone of proximal development (ZPD) from actual ability based on
independent effort on higher potential ability.
Initiated by the desire above, in 2008 the researcher did a study to develop a building
block play that was believed to be more appropriate with the condition and ability of the
teachers and early age children in Indonesia. The study tested 100 students of 5-6 years of age
and 24 teachers in seven kindergartens in Bandung and Cimahi. The study resulted a
constructive play technique using building blocks known as PKPK (Pengembangan Kreativitas
Melalui Balok Membangun) (Masnipal, 2016).
PKPK model was developed mainly referring to Hirsch and Dodge, and it is completed
with game scenario, game stages, teachers’ duty, using instructions, and students’ evaluation
instrument. PKPK model uses guided play method, though in the next creative process the
children play a free play. Some researchers use a lot of guided play in building block play
(Ferrara.K. et al, 2011; Ramani, Zippert, Schweitzer, & Applied, 2014). But free play method is
also used to improve cognitive, social, imagination, and creativity (Bergen. D, 2002; Hyson. M,
2004; Otsuka & Jay, 2011). As it uses guided play method, PKPK model is equipped with a
technical guidance for the teachers before playing or guiding students.
What distinguish PKPK model to other similar models are (1) it is easier for teachers to
use because it is completed with game scenario or detailed steps of the play for every meeting
for every block groups; (2) teachers’ duty and students’ activity in every meeting are clear; (3)
M. Masnipal, Building blocks play: Model reconstruction, teacher’s guidance and early childhood creativity
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it doesn’t have many game stages so that it is easier for students to play and it is easier for
teachers to guide the students; (4) the way to play it is simpler so it can be used by children
with special needs like children with autism, mild attention disorder, or learning disability; (5)
the model can be used with different types of blocks, from simple to more difficult blocks.
Besides that, to make it easier for teachers in guiding their students, the model is completed
with technical guidance before the play, including their duties as observer, guide, assessor, and
students’ evaluation technique.
Reliability and effectiveness of PKPK model as a media to improve creativity has been
tested through Figural Creativity Test or Torrance’s Circle Test (1974) that was developed by
Prof. Dr. Utami Munandar and friends in 1988 (Munandar. U, 1999). The test device was then
adapted by the researcher to test kindergarten students of 5-6 years of age with the guidance
from Prof. Dr. Kusdwiratri Setiono (Faculty of Psychology, Padjajaran University) and Prof. Dr.
Utami Munandar (Faculty of Psychology, Indonesia University).
PKPK model consists of several components; special play scenario and creativity
process, play stages of three different types of blocks, teachers’ duty, assessing instrument,
using guide, and technical guidance for teachers.
1. Play Scenario and Creativity Process
Play scenario and creativity process during PKPK model impelementation were
determined by the teacher's role in preparing, guiding, observing, and assessing children
during the process of playing blocks. In the picture below it is shown that M2 through M5
is a creative process that must be observed by the teacher and conducted an assessment.
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Figure 1.1. PKPK Model Game Scenario (Masnipal, 2008)
The picture in the scenario PKPK Model shows at the first play activity meeting (M-
1), the teacher guides the students to play from the preparation, implementation, and
assessment of the three groups of building blocks (A, B, C). Students are free to choose
the type of block they like. The third group has different levels of difficulty, easy base level
groups, middle level groups, and middle level groups with high difficulty levels. The task
of the teacher in this 1st meeting is to guide, collect, and assess (checklist sheet). At the
2nd and 3rd meetings, it was a creative process, where students began to be released
playing alone. The teacher's job is only to approve and approve the delay in the
implementation of the game. At the 4th and 5th meeting is a creative process where
students play using only groups of C blocks, bearing in mind that C type blocks have a
higher level of difficulty.
2. Play Stages
PKPK model consists of three groups of blocks with different play stages; group A
consists of BM-16, BM-49 and BM-104; group B consists of BH-55, BT-83, GB-86, BS- 145;
and group C consists of MOBIS 60 and L-100. The three groups have different levels of
difficulty. A blocks are easier to play compare to B blocks so they are suitable for beginners,
M-1
M-2
M-3
M-4
CREATIVE
PROCESS
IMPLEMENTATION
……………………
DEVICE A
………………….
DEVICE B
………………….
DEVICE C
CREATIVE
PROCESS
CREATIVE
PROCESS
CREATIVE
PROCESS
M-5
P
TEACHER’S DUTY/ROLE IN PKPK MODEL IMPLEMENTATION
OBSERVING CHILDREN PLAY AND ASSESSING
IMPLEMENTATION & ABILITY
PREPARING, GUIDING,
OBSERVING, ASSESSING
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and B blocks are easier that C blocks. B and C blocks are more appropriate for students
who are more advanced.
A and B block groups are designed in five stages of play, while C group has six
stages. Every play stages are designed based on the purpose of improving creative
thinking. Teachers’ Role in the Play.
The involvement of teachers or adults in learning activities or playing is very
important. The younger the children are the bigger the adults’ role is. Adult’s guidance is
especially needed to help children who are not independent yet. Besides that, according
to Vygotsky (Vygotsky. L. S, 1978) adult’s help or involvement can expand zone of proximal
development (ZPD) as a gap between actual improvement that is shown through their
ability in solving problems independently with higher level of ability potentials that a child
can achieve with help (Sawyer, 2003). In other words, adult’s help in building blocks play
helps students in reaching each stage to higher stages.
Some studies show that creativity is always a social process, having interaction with
other people will involve knowledge, action and language that are constructed socially
(Elisondo. R, 2016). Creativity may appear because there is collaboration with other people,
whether they are friends or adults like teachers (Sawyer. R. K, 2006); or because there is
interaction and contact with other people (Csikszentmihalyi & Sawyer, 2014);(Trawick-
Smith. J. et al, 2016).
Based on those views, the researcher believes that assistance or guidance from
adults like teachers in building blocks play can improve the students’ potential in creativity
ability. With the guidance from the teachers especially at the beginning of the play will
help students in going through every level to achieve creative process. Teachers’ guidance
at the beginning of the play may also reduce the possibility of obstacle like stress that may
appear because there are some blocks that are difficult to arrange.
The teachers had three roles in block play using PKPK model, as observer, guide,
and assessor. As an observer, teacher’s job was to observe the process of the play; as a
guide the teacher gave guidance to make sure the students were able to follow the whole
scenario and every stage of the play correctly; and as an assessor the teacher assessed
whether or not all the play stages could be done by the students according to the model’s
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scenario. The three roles or duty were only conducted at the M-1 process or M-2 if at M-
1 the students still had difficulty. This study also wanted to test whether or not the students
were already able to follow all the play stages correctly that teacher’s help or guidance
was still needed at M-2 or probably M-3, before they are left to play by themselves to let
creative process happen.
On the table, guidance or teachers’ help is only given on the first meeting (M-1),
after that the students were given a chance to play on their own. This means that the
creative process started to happen since M-2 and continued on. At the creative process,
the teacher’s role was only observing and no more involved in guiding process. The teacher
only observed what creative product that the students were able to create from the block
pieces. It was this creative product that showed the students’ creative process improved.
3. Students assessment instrument
To make sure that the students were able to follow the entire play stages correctly.
PKPK model used an observation checklist. This assessment sheet was used by the teacher
right after the play at the first or second meeting.
4. Application Guide
To make sure that PKPK model could function effectively by the guide (teachers,
parents), then the model was completed with an instruction that consisted of rational, goal,
description, time, teachers’ role, implementation of the activities (principles, target,
teachers, playing groups, time of implementation, the nature of the activity, playing space,
evaluation instrument).
5. Technical Guide
Technical guidance was given to candidates who would guide students in playing
the game. The meeting was held once for 5 effective hours. In this activity the guides were
given the knowledge and skill in implementing the model (understanding the scenario,
game stages, the guides’ roles, how to use the assessing instrument) and simulation of the
game.
In 2016, PKPK model was introduced to the public for the first time. A lot of early
childhood education institutions were interested in implementing PKPK model at their school.
Until 2018, the researcher or the model developer had organized three trainings or technical
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guidance and was attended by150 teachers in Bandung and Cianjur. But from the observation
results at the time and after the technical guidance it was discovered that some teachers had
difficulty in understanding the model. It was confirmed by the results of discussions with
teachers who had applied the guided block play to the students. It can be concluded that the
problems faced by the teachers in implementing the PKPK model are (i) difficulty in
understanding the game scenario for three types of blocks at one time with different stages
and lack of time; (ii) difficulty in understanding and applying the play guide. Considering the
problems then an effort to correct or improvement the model was needed to make it easier
and more effective to be implemented by teachers as play guides.
This research tried to solve the above problems and make corrections, improvements
or reconstructions of PKPK model specification focusing on scenario, play stages, and
application guide. The purpose of this research is to find out the problems that the teachers
faced in understanding and applying the model: make revisions and reconstructions of the
model; and do validations to get the desired model.
METHOD
This research was a research and development or R & D (Akker J. V. D, 2006), with the
following steps: research and data collection, improvement or correction of model design,
model testing, model revision, implementation guide and technical guidance testing, further
product revision, organization and model validation, and model perfecting.
Figure 2.1. Research Scheme
Data collection was done using test and observation. Written test was given after
technical guidance activity to assess the teacher’s ability in understanding PKPK model.
Observation checklist was used by peers to assess how far the teachers’ ability in applying PKPK
model to the students.
PKPK
Model Trial
Revision of PKPK
Model Design
(Scenarios, Stages)
Trial of Revised PKPK
Model
(Masnipal Model)
Revised
Masnipal Model
Test
Guidelines
Final Product
Revision
Dissemination &
Implementation
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The research and data collection were done by (a) observing and evaluating teachers
ability in understanding PKPK model in technical guidance training activity. The training was
held one time for 4 effective hours. Only teachers who followed the full training activity may
be purposive subject for gathering data; (b) summarize and evaluate the results of peer
assessments on teachers who implemented PKPK model to their students at their schools.
The results of the data collection were then used to make improvements or corrective
of the model design by re-arranging the model especially on the problems that the teachers
faced and they were scenario, game stages and implementation instructions. The improved
model was then tested in training activity with different subject. The further test results were
then used for revision and model improvement.
The research subjects for collecting the data were 42 Islam kindergarten (raudhatul
athfal) teachers in three districts in Cianjur, they were districts of Cipanas, Sukaresmi, and Pacet.
While the subjects for testing were 78 raudhatul athfal teachers in Bandung districts; Cicalengka
sub-district, Nagrek, and Cikancung and they were willing to follow a technical guidance. The
previous PKPK model was tested to teachers from Cianjur (n=42), and test model (Masnipal
Model) was tested to teachers from Bandung district (n=78). Then, data analysis was performed
using descriptive analysuis technique by the average difference test.
RESULT AND DISCUSSION
Teachers ability in understanding the procedures, stages, and scenario of model block
play after following a technical guidance for PKPK Model and Test Model (Masnipal Model) are
shown in the following table.
Table 3.1. Average Score of Teachers’ Ability in Understanding PKPK Model
and Test Model
No.
Measured Aspects
Average
PKPK
Model
Test
Model
1.
Teachers’ ability in understanding the procedure and scenario of the
game.
0,59
0,73
2.
Teachers’ ability in understanding the stages of block game.
0,87
0,90
3.
Teachers’ ability in understanding their roles as observer, guide, and
assessor.
0,81
0,85
4.
Teachers’ ability in using the model in game activity simulation.
0,73
0,82
5.
Teachers’ ability in understanding how to play with A group blocks.
0,77
0,85
6.
Teachers’ ability in understanding how to play with B group blocks.
0,58
0,70
7.
Teachers’ ability in understanding how to play with C group blocks.
0,52
0,64
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8.
Teachers’ ability in assessing the students.
0,79
0,82
9.
Effectiveness in using the time.
0,59
0,76
10.
Teachers’ ability in following model implementation instruction.
0,55
0,73
The test results above show that there was an increase in the teachers’ ability in
understanding the scenario, game stages, teachers’ role, and implementation instructions and
time in Test model compare to PKPK model in all aspects. The aspects that were below limit
score of 0,6 like the ability to understand the scenario, the ability to understand how to play B
blocks, the ability to understand how to play with C blocks, the ability to follow the instruction
and time improved and were above the limit score. This shows that Test model that was a result
of revision and improvement was more effective to be used by teachers compare to PKPK
model (before revised).
The teacher's ability to understand scenarios, stages of play, and how to use the beam
game tool, assessing students is a requirement for creating effective games, so that it impacts
on physical (subtle motoric), social, emotional, and cognitive development including creativity
(Bullock, 1992). It also means that assistance or guidance provided by teachers who have the
ability or technical skills to play with blocks can increase the level of potential abilities of higher
children (Sawyer, 2003). Teachers’ ability in applying PKPK model and Test Model (Masnipal
Model) is shown in the following table.
Table 3.2. Average Score of Teachers’ Ability in Applying PKPK Model and Test Model
No.
Measured Aspects
Average
PKPK
Model
Test
Model
1
Teachers’ ability in applying the model according to the
scenario and creative process in game activities.
0,57
0,72
2
Teachers’ ability in guiding the students in the playing the
game.
0,65
0,79
3.
Teachers’ ability in applying 5 stages of game for A blocks.
0,82
0,91
4.
Teachers’ ability in applying 5 stages of game for B blocks.
0,57
0,74
5.
Teachers’ ability in applying 6 stages of game for C blocks.
0,55
0,71
6.
Students’ response on the game guided by the teachers.
0,74
0,80
7.
Teachers’ ability in handling the problems faced by the students
when playing the game.
0,68
0,76
8.
Effectiveness of play time.
0,58
0,73
Based on the table, it was proven that the average score of teachers’ ability in applying
Test model had an increase compared to PKPK model in all aspects, especially aspect 1 (0,57),
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4 (0,57) and 5 (0,55), 8 (0,58) that were below limit score became above limit score (0,72; 0,74;
and 0,71; 0,73). It shows that Test Model had better potency in increasing teachers’ ability in
applying the model to the students compare to PKPK model. In other words, the teachers were
able to use Masnipal Model better so that their jobs in guiding the students were easier.
The effectiveness of guidance to young children in the block game also depends very
much on the teacher's ability to apply the game techniques inward, using each type of block
has its own schemes and steps. Collaboration and interaction in the process that teachers do
with students when played can encourage the interaction of new ideas or their creativity
(Csikszentmihalyi & Sawyer, 2014; Sawyer. R. K, 2006)
Masnipal model as a result of revision and reconstruction was explain below.
1. Game Scenario and Creative Process
The revised and improved model produced three different game scenarios and
creative processes for every block groups.
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Figure 3.1. Game scenario and Creative Process for A group Block
The picture in this scenario PKPK-MASNIPAL Model shows at the 1st (M-1) and 2
(M-2) meetings, the teacher guides the students to play blocks for one group of blocks
building A (BM-16, BM-49 and BM-104) with 5 steps . The game starts from preparation,
implementation, and discussion. The beam group has several types of blocks with different
amounts. The number of pieces of blocks provides opportunities for students to be creative.
The greater the number of pieces used, the more variations the structure makes. The
teacher's task in the 1st and 2nd meetings is to guide, approve, and assess. 3rd, 4th, 5th,
etc. The play meeting, and so on, is a creative process, while students have the opportunity
to make more variations in structure. The more creative the students, the more structure
variations they create. The teacher's assignment at this meeting only discusses and evaluates
for each meeting students can pass.
M-1 – P-2
M-3
M-4
M-5
CREATIVE
PROCESS
GAME
IMPLEMENTATION
TYPE OF
BLOCKS
A
………………….
5 STAGES
P
R
E
P
A
R
A
T
I
O
N
A
S
S
E
S
S
M
E
N
T
CREATIVE
PROCESS
CREATIVE
PROCESS
CREATIVE
PROCESS
M- etc.
P
TEACHERS’ DUTY/ROLE IN IMPLEMENTING PKPK-MASNIPAL MODEL
OBSERVE THE CHILDREN PLAY AND ASSESS
IMPLEMENTATION & ABILITY
PREPARE, GUIDE,
OBSERVE, ASSESS
JECCE (Journal of Early Childhood Care and Education), Volume 3, No. 1, March 2020, pp. 14-35
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Figure 4.2. Game scenario and Creative Process for B group Blocks
The picture in this scenario shows at the 1st (M-1) and 2 (M-2) meetings, the teacher
guides the students to play blocks for groups of beams building B (BH-55, BT-83, GB-86,
BS-145) with 5 stages. Play activities start from preparation, preparation to play, and
discussion. The beam types in group B are different from the other groups. To make one
get the structure the number of pieces has been determined and how to connect them. The
teacher's task in the 1st and 2nd meetings is to guide, approve, and assess students. The
3rd, 4th, 5th, and so on play meetings, and so on, are creative processes provided by
students and the opportunity to play by themselves according to their interests and
creativity. The teacher's assignment at this meeting is held and agreed upon by students to
ensure that every meeting can be held.
M-1 – P-2
M-3
M-4
M-5
CREATIVE
PROCESS
GAME
IMPLEMENTATION
TYPE OF
BLOCKS
B
………………….
5 STAGES
P
R
E
P
A
R
A
T
I
O
N
A
S
S
E
S
S
M
E
N
T
CREATIVE
PROCESS
CREATIVE
PROCESS
CREATIVE
PROCESS
M- etc.
P
TEACHERS’ DUTY/ROLE IN IMPLEMENTING PKPK-MASNIPAL MODEL
OBSERVE THE CHILDREN PLAY AND ASSESS
IMPLEMENTATION & ABILITY
PREPARE, GUIDE,
OBSERVE, ASSESS
M. Masnipal, Building blocks play: Model reconstruction, teacher’s guidance and early childhood creativity
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Figure 4.3. Game scenario and Creative Process for C group Blocks
The picture in the scenario shows at the first meeting (M-1) and 2 (M-2), the teacher
guides the students to play blocks for one group of blocks building C (MOBIS 60 and Lasy
100) with 6 stages. Group C has a different way of connecting with other groups, for Lasy
100 for example there are small H, large H, short sticks and long sticks, wheels, and so on.
This type of game gives students the opportunity to create as many structures as possible
for students' creativity. The task of the teacher in the 1st and 2nd meeting is to guide,
observe, and assess. The 3rd, 4th, 5th, and so on play meetings are the creative process. At
this meeting students are given the broadest possible time and opportunity to play alone
and develop creativity. The teacher's task is only to observe and assess to ensure each stage
can be passed by students. Operationally, the scenario was elaborated for every type of
blocks (A, B, C), as follow.
Table 3.3. Activity Each Meeting
Playing Time
Activity
Meeting -1;
-2: (M-1; M-2)
Teacher made preparation by setting the space and block play equipment
according to equipment groups.
Teacher guided the students and assessed students’ ability.
M-1 – M-2
M-3
M-4
M-5
CREATIVE
PROCESS
GAME
IMPLEMENTATION
TYPE OF
BLOCKS
C
………………….
6 STAGES
P
R
E
P
A
R
A
T
I
O
N
A
S
S
E
S
S
M
E
N
T
CREATIVE
PROCESS
CREATIVE
PROCESS
CREATIVE
PROCESS
M- etc.
P
TEACHERS’ DUTY/ROLE IN IMPLEMENTING PKPK-MASNIPAL MODEL
OBSERVE THE CHILDREN PLAY AND ASSESS
IMPLEMENTATION & ABILITY
PREPARE, GUIDE,
OBSERVE, ASSESS
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M-3, M-4, M-5, etc.
Teacher gave a chance for the students to play on their own so that the creative
process may happen. The teacher’s job at this point is just observing.
2. Game Stages
There was no fundamental addition or reduction to the game stage, for group
A and B blocks each had 5 stages, and C group had 6 stages. The only difference was
that the time of applying was separated and not at the same time as previously. A, B,
and C block groups were used separated with each game scenario. The purpose was (i)
so that playing time was not in a hurry that it would interfere with creative process; (ii)
to make it easier for teachers to organize the students. Beginner students could be
given group A blocks, while more advanced students could use B and C group blocks
which requires higher skills. This relates to statement that the games played, the types
of films and games that must be played according to the experience, development and
age of the child (Bullock, 1992).
a). Group A Play Stage
STAGE 0
EXPLANATION ABOUT TYPES AND NUMBER OF BLOCK PIECES ALSO TECHNICAL
GUIDANCE ON HOW TO INSTALL, PUT TOGETHER AND COMBINE
STAGE 1
INSTALLING THE LONG POLE STRAIGHT
STAGE 2
CONNECTING BLOCK PIECES TO CREATE STRUCTURE
STAGE 3
COMPLETING BUILDING STRUCTURE WITH EQUIPMENTS FOR FENCE, GARAGE,
CAGE, BRIDGE, ETC.
STAGE 4
ADDING BUILDING STRUCTURES WITH DECORATION LIKE PEOPLE, HOME
APLIENCIES, VEHICLES, ANIMALS, PLANTS, ETC.
STAGE 5
GIVING NAMES TO THE BUILGINGS AND INTERPRETING THEM.
b). Group B Play Stage
c). Group C Play Stage
STAGE 0
SUPPLYING GAME EQUIPMENT AND THE RULES
STAGE 1
INTRODUCING THE NAMES AND NUMBER OF BIG AND SMALL CONSTRUCTIVE
DEVICES, LONG AND SHORT STICKS, ETC.
STAGE 2
INTRODUCING WAYS TO CONNECT DEVICES INTO A SERIES OF STRUCTURE PARTS.
STAGE 0
SUPPLYING GAME EQUIPMENT AND THE RULES
STAGE 1
INTRODUCING THE NAMES, TYPES, MATERIALS/PIECES OF PLAYING DEVICES
STAGE 2
INTRODUCING WAYS TO CONNECT DEVICES TOGETHER INTO A SIMPLE
ARRANGEMENT WITH DIFFERENT COMBINATIONS
STAGE 3
MAKING SOME EXAMPLES OF BUILDING STRUCTURES (HOUSE, BUILDING, VEHICLES,
ANIMALS, PLANTS, FRUIT, ETC.).
STAGE 4
ADDING BUILDING STRUCTURES WITH DECORATION LIKE PEOPLE, HOME
APLIENCIES, VEHICLES, ANIMALS, PLANTS, ETC.
STAGE 5
GIVING NAMES TO THE STRUCTURES AND INTERPRETING THEM.
M. Masnipal, Building blocks play: Model reconstruction, teacher’s guidance and early childhood creativity
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STAGE 3
INTRODUCING WAYS TO ASSEMBLE SOME ALREADY MADE STRUCTURES (VEHICLES,
HOUSES, ANIMALS, ROBOTS, ETC.).
STAGE 4
MAKING SOME STRUCTURE EXAMPLES (ANIMALS, WINDMILL, VEHICLES)
STAGE 5
GIVING NAMES TO THE STRUCTURES AND INTERPRETING THEM.
STAGE 6
DRAWING STRUCTURES THAT HAD BEEN MADE.
Group A and B blocks were designed in five play stages, while group C consisted
of 6 stages. Every play stages were designed with the goal of developing creative
thinking. The connection between play stages and the goal of developing creative
thinking are as follow.
Table 3.4. Connection Between Game Stages with Developing Creative Thinking
Play Stage
Cognitive Development Goal
Stage 0
-
Stage I
o Flexibility in approaching problems.
o Classifying objects.
Stage II
o Exploring cause and effect.
o Comparing/measuring.
Stage III
o Exploring cause and effect.
o Comparing/measuring
o Arranging objects in a series.
o Pointing out position and space.
Stage IV
o Pointing out position and space.
o Recognizing pattern and able to repeat it.
o Using numbers and counting.
Stage V
o Mentioning names and functions of building parts.
Stage VI
o Creative expressions.
3. Teachers’ Role in the Game
Principally there are no changes for teachers’ role in guiding the students play, as
observer, guide, and assessor. But considering there are addition of meetings in
implementing the model from 1 meeting into 2 or 3 meetings (for students with
limitations) for one block group, hence adding longer work and time for teachers.
Adding more meetings had a positive impact for a smooth, easy, and effective block
play for both teachers and students.
Table 3.5. Teachers’ Role in PKPK Model Block Play
Stage
Teachers’
Role
Teachers’ Activities
Preparation
As organizer
and facilitator
Preparing the space or room to play.
Preparing the media/instrument to play.
Organizing the children to play.
Giving information about the rules of the game (rules about how
to take the device and to put them back).
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M-1
Giving
guidance
The teacher gave a guidance to the students about how to play
the PKPK model game according to the type of the device and
stage (once or twice depended on the students’ ability).
The teacher gave the students a chance to play.
Observing and
assessing
students
The teacher observed the students play.
The teacher watched and listened to what the students say.
The teacher assessed the students play on a checklist paper.
M-2
Observing
The students were left to play by themselves/in a group freely,
relax, without teachers’ interference, just observing.
M-3
Observing
Same above
M-4
-
M-5
-
Etc.
-
In carrying out their duties as observers, mentors and assessors of student games,
ask a few questions for the teacher, give open-ended questions (end) questions);
Regarding yourself as a meditor, the player, pulling out blocks of the beam correctly,
uses the display to foster student interest (Manning, 2020; Wellhousen & Giles, 2005;
Williamson, Lovatt, & Hedges, 2020).
4. Students Assessment
Technique and instrument for block play assessment did not change, but with the
change in the scenario it added the number of students’ assessment. At least from once
became twice or three times of assessment for one block group. It was better as it gave
more chances for students since not all students were fast in understanding the
technique of block play especially for the ones with higher difficulty level.
5. Model Implementation Guide
Changes in game scenario also changed the guide for model implementation,
especially on applying techniques, they are (a) the instructor had to show how to play
the game while giving explanation step by step and gave a chance for the teachers to
keep up; (b) it was better for the teachers to do the simulation in a group before they
were trained individually; (c) the time to play was more flexible even though the
students were still given a time limit.
6. Technical Guidance
Technical guidance was needed by the teacher before they gave a guidance to their
students on how to play the block game. The technical guidance was given by the
model developer starting from the knowledge of the types, functions, and
M. Masnipal, Building blocks play: Model reconstruction, teacher’s guidance and early childhood creativity
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characteristics of the blocks; how to assemble, make structures, to doing a simulation
of the play with peers.
CONCLUSION
Based on the above study, it could be concluded that: First, Masnipal model (Test Model)
has the ability in increasing teachers’ understanding and ability in implementing block play to
students compare to the previous one (PKPK model). In other words, it is easier and more
effective for teachers to use Masnipal model in guiding their students to play with blocks
compare to PKPK model. Second, the ease and effectiveness of applying Masnipal model by
the teachers mainly because it had been revised, reconstructed, and improved especially in the
game scenario, teachers’ role, assessment time and implementation guide, and technical
guidance.
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