The area used for large group gatherings is also referred to as the large block area or the creative dramatics area where plays are enacted. Block building is an excellent activity for using large muscles, especially those in the shoulders and back. Large block play also fosters eye-hand coordination, fine motor skills, pre-math concepts, problem solving, and social skills. Because block building often takes place with two or more children, it helps children refine their social skills of leading, sharing, establishing boundaries and cooperating.

The large hollow blocks are stacked or stored according to their size and shape. To help the children become aware of how the blocks are organized (i.e. classified) colored paper cutouts are taped to the shelves and walls to designate groupings. The groupings make the area not only more attractive but also make it easier for children to build and put away their materials when they are through. Large block accessories may include: blankets, hats and other role playing props, tubes, cones, long flat boards and square boards. Children may begin to combine the drama area with the "buildings" in the block area. Also present are whole language enhancements for writing, describing and recording, using books as resources, using maps, and using blue prints.

When children begin building, the adult should help them start their structures at least a foot away from the shelves. This distance helps ensure that they and others do not knock down the structure when they are getting or putting away blocks. Encourage children to carry large hollow blocks which weigh several pounds apiece, one at a time. Blocks, like all toys and equipment, should be treated with respect. Blocks, even heavy ones, should be carried not shoved, pushed, thrown, or dropped. Remember: large hollow blocks shatter and can crush fingers.

Children with greater experience with large blocks often enjoy building structures which they can get inside. Help children who are enclosing spaces build structures large enough for the number of children who are playing. Initially, structures should be limited to the height of the child's shoulder so that a falling block does not land on someone's head. Children may wish to build a roof on their structures. If boards are insufficient in length, a sheet or cloth may be used. At no time should children be allowed to climb on top of a structure even when no children are inside.

Clean-up time in either the large or small block area can be a nightmare or a sweet dream. When many children have been working in the area and every block has been used, the clean up process seems overwhelming to both children and adults. The process can be made manageable if the adult remembers a few simple steps.

As the children are building, have them keep extra blocks and toys picked up off the floor. (Note: Toys that are lying about get stepped on and abused plus are distracting during play.) Children should pick up accessories such as people, animals, and props first before tackling the block structures. Adults can simplify the block structure dismantling by helping each child determine where and what he/she will begin picking up first. Children should be cued to take the blocks on top first and to carry them one at a time to the shelves.Adults should work beside the children, making clean-up as pleasant as the play was.

Adults can "catch" those children who are helping by giving them a smile, noting that they matched the shape to the cut-out on the shelf, or including their names in a song about block cleaner-uppers. Adults who work beside children and engage them in conversation will soon find that they are inundated with children eager to assist.

Supervising the block area can be a very challenging experience. The adults will be helping the children build problem solving skills and skills of social competence. If children are in the area, there should always be an adult sitting in the area (on the floor, a chair or a block). The adult is to act as a facilitator and encourager -- giving verbal cues, making suggestions, identifying problems and catching (i.e. reinforcing) prosocial and helping behaviors.

In addition to block play, the area is also used for creative dramatics during which the children act out songs, nursery rhymes, stories or plays. Creative dramatics is usually in the large block area but may occur in other areas, i.e. drama, small blocks, or outside. Before the children begin acting, the adult should orient the children by reading or telling the story or poem. Following a review of the story, the adult should lead a discussion about the story sequence, the characters and their feelings and dialogue, as well as how the characters might use props, facial expressions, or gestures. Finally the adult will ask the children to volunteer for given roles in the play. Since more than one child may wish to assume a given role, the adult should make a waiting list for each role. Another solution is to allow more than one child to enact a role simultaneously (i.e. having more than one "peddler" in "Hats for Sale.") Discuss options with the children involved. They may have yet another solution. It is okay if children want to act out several roles; sign them up for all the roles they want to act out.

Children who have selected a role will get their props and find their places. The other (those without a role) can assume a seat in the audience. The adult can then begin to narrate the story, poem, etc. The extent of the adult's narration will depend upon the group of players and the audience -- more detailed narration with specific cues for the actors may be needed for a younger more inexperienced group of children; a more limited narration or one emphasizing feelings, actions, and words might be stressed for older children.

The adult supervising the creative dramatics will need to keep aware of both the players and the members of the audience. Plays can be both exciting and boring. The adult will need to identify what the expected behavior should be both for acting and for watching. The adult should "catch" those who are following the expectations and help the children who are restless or disruptive find a more suitable activity to do.

Enthusiasm for creative dramatics often outlasts the amount of time available for the "plays". Children who have not been able to assume every role they want to act out may have a chance to continue on the following day or during outdoor time. Children can elaborate on their roles in the play by making their own costumes, props or backdrop. They may even be interested in finding other versions of the same story or finding another story to act out.