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Above-average block-building skills among pre-school children on the early signs of technical giftedness
Abstract
Introduction: The preschool period is a time when children’s construction skills develop. Some children, even at this early stage, reveal above-average abilities in building blocks. Identifying these children is an essential element of the process of supporting child development.
Research Aim: The aim of the study was to estimate the number of preschool children who exhibit above-average block-building skills. Based on the evaluation of several completed construction tasks, conclusions were drawn regarding above-average skills, and consequently, the potential for technical giftedness.
Method: To determine above-average block-building skills, a specific tool was developed: a teacher’s diagnosis of technical giftedness potential in preschool children. It consisted of six construction tasks performed in groups by children (n=397) aged 3 to 6. The construction designs were based on patterns by Popiel (1955/1957), which have been contemporary validated.
Results: The study showed that among three-year-old children, there are those who perform construction tasks using non-interlocking blocks at the same level as six-year-olds. The study found no significant differences in solving construction tasks between children from urban and rural areas. Boys were found to recreate more complex block structures better than girls.
Conclusions: The presence of children whose above-average construction skills significantly deviate from the building abilities of their peers proves the necessity of supporting children’s construction skills. This necessitates a shift in how preschool teachers approach construction play, treating it as a very serious developmental challenge.
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DOI: http://dx.doi.org/10.17951/lrp.2026.45.3.105-123
Date of publication: 2026-09-28 10:44:50
Date of submission: 2026-05-07 12:00:21
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