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Using “loose parts” in play. “Loose parts”. The theory of “loose parts” first proposed by architect Simon Nicholson in the 1970's has begun to influence child-play experts and the people who design play spaces for children in a big way.
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“Loose parts” The theory of “loose parts” first proposed by architect Simon Nicholson in the 1970's has begun to influence child-play experts and the people who design play spaces for children in a big way. Nicholson believed that it is the 'loose parts' in our environment that will empower our creativity.
What are loose parts? Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. They are materials with no specific set of directions that can be used alone or combined with other materials.
Loose parts can be natural or synthetic but the more natural, the better Some examples: stones, stumps, sand, gravel, fabric, twigs, wood, pallets, balls, buckets, baskets, crates, boxes, logs, rope, tyres, shells and seedpods.
Why Loose Parts? • Loose parts can be used anyway children choose. • Loose parts can be adapted and manipulated in many ways. • Loose parts encourage creativity and imagination. • Loose parts develop more skill and competence than most modern plastic toys
Why Loose Parts? • Loose parts can be used in many different ways • Loose parts can be used in combination with other materials to support imagination • Loose parts encourage open ended learning. • Children choose loose parts over fancy toys.
Kids really get to know the environment if they can dig it, beat it, swat it, lift it, push it, join it, combine different things with it. This is what adults call creative activity...a process of imagination and environment working together. - Robin Moor
“Loose parts” Having "loose parts" available in a playspace allows children to use these materials as they choose. Often you will find that children would rather play with materials that they can use and adapt as they please, rather than expensive pieces of play equipment.
As early childhood educators we need to ask: • Can the materials or environment we offer be used in many ways? • Can it be used in combination with other materials to support imagination and use? • Are the materials freely accessible? • Am I allowing children to make connections in the learning environment?
Providing a rich diversity of interesting “loose parts” that can be mixed, lifted, carried, stacked, shaped, pushed, pulled, gathered and rearranged gives children limitless opportunities to play in creative, productive and exciting ways
“Today they built their own frog pond around a puddle that had formed after last night's heavy rain” Kinma 2010
Using anything they could get their hands on - wood planks, pavers, tyres, tree cookies, pallets, sticks, logs - a group of children began to build their own obstacle course
When they reached the concrete veranda they weren't deterred - out came the chalk to add another element to the obstacle course
Given loose parts and good chunks of uninterrupted time for free play, children can design and build their own structures like this obstacle course
