Exploring with Loose Parts

When hearing the term "loose parts," one tends to think of the pieces left over after putting together a new toy or piece of furniture. While this may be the case, loose parts are also an important part of an early childhood curriculum.

Loose parts is not a new concept. In fact, it has been around since the early 1970's, when British architect  Simon Nicholson coined the term to describe open-ended materials that can be used and manipulated in many ways (Nicholson, "How NOT to Cheat Children, the Theory of Loose Parts", 1971). Nicholson believed that creativity was not for the gifted few and that all children are born as creative beings, curious about the world and excited to experiment and discover new things. Loose parts allow students entry into the learning experience regardless of ability. Because of this, they are a valuable learning tool.

How many times have you heard a parent make the comment, "My child was more interested in the box and ribbons that the toy came in than the toy itself?" This is because most toys have one purpose and once that purpose has been realized children often lose interest. With loose parts, there are infinite possibilities to create, think critically, problem solve and explore. From an educational standpoint, these are worthwhile skills, especially given the fact that we are preparing children for jobs in the future that may not even exist yet. In addition, often children work alongside other children while playing with loose parts, building social skills and learning to work as a member of a team.

The Academic Value in Loose Parts

In the age of state and national standards, it is important to note that loose parts play supports the acquisition of academic skills and knowledge. Simply watch a child explore loose parts and you will see them creating patterns, sorting, counting, measuring, combining and separating and classifying--all essential math skills. Watch them arrange loose parts into wonderful artistic creations as they display their creativity and learn about the way colors, shapes and textures work together--concepts covered within the art curriculum. Witness a child stack rocks, boxes, boards and other materials and you will see him/her learn about the physical properties of objects and how they relate to one another.  As a child explores loose parts in an indoor or outdoor environment, he/she learns about scientific concepts, without ever touching a worksheet!  Children can manipulate loose parts to retell or act out a favorite story. Simply engaging in the act of conversation with other children and adults while manipulating loose parts leads to enhanced language development.  

When children are encouraged to use loose parts and try their own ideas, they are driven to learn. They are driven to not only ask their own questions, but also discover their own answers and create new possibilities. A child's play with loose parts even begins to match their developing skill level (Daly and Beloglovsky, Loose Parts, Inspiring Play in Young Children, 2015). 

Putting the Theory of Loose Parts to the Test

Armed with knowledge gained from reading the book, Loose Parts, Inspiring Play in Young Children, I decided to put the Theory of Loose Parts to the test.  When setting up my classroom, I included provocations with loose parts and waited to see what would happen.  It didn't take long. During our Meet the Teacher Conferences, children were invited to explore the room while I met with their parents. Time and time again, the children were drawn to the tables with the loose parts, often stopping to manipulate them along their way.  

We have now had two days of school. My students have been rotating through different areas in the room to become familiar with the materials presented, preparing them to make independent choices during our twice daily discovery times. In all the craziness of the first days of school, I was able to snap a few pictures, although not as many as I would have liked.  

Aren't these self portraits the cutest? I love how the girl in the top picture matched her beautiful blue eyes and added the adorable red bow in her blond hair. The girl on the bottom has blondish-brown hair--just like it is shown here.

 "Mrs. Zeidler, come look at my guinea pig! It is just like my guinea pig at home. It is golden colored and has a black eye right here (pointing to eye)" I asked her what the two beads on top were and she said, "Its bones that stick up there."

I am not sure if you can see it from this angle, but this boy stacked tree cookies to represent each number. We begin our first math unit next week and it focuses on sets.  The learning target is, "I can represent numbers using objects." Do you think this child has already mastered that skill? Oh, yes! Don't worry, I, too, noticed the reversals with the 1, 4, and 9. Relax, it is only day two, people!

This is what the loose parts math provocation looked like. Very open-ended, as you can see.

Check out the way this student chose to use the materials. What a great way to practice fine motor skills! And...he counted them after he finished--without prompting!

One student to the other: "Look, it can be a garden!

This one made me laugh, because these materials were not even set out yet. They were in a basket on a shelf. Children have the best eyes! "Mrs. Zeidler, Look!" (as he holds the two half circles with the ball inside and cracks them against the table, opening them) "An egg!"

I am not sure I can technically call these loose parts, because they are commercially prepared pieces that I have in a basket at the light table, but I am going to anyway--mostly because of the exuberant scream coming from the girl working there. "Mrs. Zeidler, Mrs. Zeidler, come look at my letter G!"

I honestly don't think I have heard so many, "Mrs. Zeidler, come look" comments made in a 20 minute period as I did during this introduction to discovery time. You tell me, would you rather have your students spend their days completing worksheets?  I know my answer...

SaveSave
SaveSave