Chances are that you have seen early childhood centres equipped with materials like corks, buttons, bottle caps and pebbles. These “loose parts” allow for free exploration among children. But just why is this so important? Here is what you need to know about the theory of loose parts play.
It might seem like a recent trend but loose parts play is not new. In fact, architect Simon Nicholson published his seminal piece “How Not to Cheat Children: The Theory of Loose Parts Play” for Landscape Architecture magazine half a century ago, in 1971.
Nicholson believed that children love to interact with variables: materials that can be transported, combined, redesigned, lined up, taken apart and put back together in multiple ways. So, open-ended activities—with loose parts—foster imagination and inventiveness.
But supporting loose parts play is not just about gathering a pretty collection of found objects. It is an entire outlook. It is the democratic belief that children have the power to shape their environments.
The wonderful thing about loose parts is that they are free. Foraged from nature (e.g., leaves, shells and twigs) or scavenged from recycling bins (e.g., empty yogurt tubs, bottle caps and cardboard tubes), some people might call these pieces “junk”.
Yet, they offer opportunities for fun and deep learning. Unlike fancy manufactured toys, loose parts may be damaged or lost without worry. This means that children can take real risks as they use loose parts for construction. They can crush, bang and rub the materials in any way they choose. Offering loose parts to children is essential—we must not rob children of this learning opportunity.
Read more about loose parts play here.
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