(a) Storytelling is about constructing meaning from raw information. The stakes are never higher than when that information is about physical or mental health. From patients and doctors to public health campaigns and policymakers, storytelling encourages people to give voice to their experiences, confront illness and mortality, and connect knowledge to action. Stories are sensemaking tools.

Storytelling is powerful and therefore it should be employed, but precisely because it is so powerful it must be employed cautiously. We must consider the ethics and vulnerabilities from all angles. Further, we must acknowledge vulnerability as the intersection of illness with ethnic identity, socioeconomic status, gender, disability, sexual orientation, education level, and other factors. Individuals have a unique perception of their own body, mind, and wellness, but this unique perspective is embedded in their social and cultural identities5 . While it is obvious that some listeners might be vulnerable to manipulation via storytelling, it is equally important that storytellers can be vulnerable when they engage in confessional storytelling.

(b)Live in a fast-paced society fueled by technology. Young children now have access to computers and other “screens” early in their lives. As preschoolers, many are adept at entertaining themselves with engaging, virtual characters who teach them letters, numbers, and even feelings. Children appear to be happy and having fun. But, as a teacher, wouldn’t you like to look deeper and gain a greater understanding into the budding character of the child? Would you like to help children develop the strength of personality needed to sustain them throughout their lives? The block corner is one place where this growth can unfold--and with a lot of fun in the process.

How block play can develop character

Block play provides experiences that foster emotional and social development as children work together in a respectful and cooperative way. They share a sense of joy in their communal accomplishments. While solving structural challenges, they learn to concentrate while gaining mastery in the arts of persistence, patience, and overcoming frustration. Children also have many opportunities to be rewarded with the sense of pride and satisfaction that come as they develop confidence and competency. They come to understand that their friends may have different perspectives on “construction” and they learn cooperation and tolerance along the way.

Opportunities for learning

Block play is fun and engaging. Unlike screen time, unit blocks offer children experiential learning in the real, physical world. The smooth, sensual feel of the wood is satisfying to the touch; the sturdiness of the blocks allows the child to use them freely without breakage; and the open-ended quality of block play provides an opportunity for creativity and cognitive development to soar. Children are drawn to unit blocks knowing that they are using real materials with weight, form and function.

Block play can also be challenging and frustrating--from the youngest child struggling to balance a tower, to the more experienced builder creating a complex structure. As children move through the various stages of building (stacking towers, spanning bridges, enclosing areas, creating designs, and re-enacting their world) they have many opportunities to experiment, make mistakes, problem solve, and find solutions. An intentional teacher will provide students with the support to persevere with a structural or social challenge. The teacher helps children have the “grit” to set goals, carry out plans, be resilient in the face of failure, and maintain a positive attitude.

Opportunities for observation

Block corners also provide wonderful and varied opportunities for teachers to help the child to become a better learner. Teachers who are skilled and astute observers of children in the block corner can use this knowledge to develop character building skills. How does the child approach the block corner? Does he work consistently, need time to