What are Loose parts?
“Loose parts” is a wonderful term invented by the British architect Simon Nicholson, who carefully considered landscapes and environments that form connections. Children for generations have used found materials in their play from rocks and sticks to tin cans and wire. In his article “How NOT to Cheat Children: The Theory of Loose Parts,” Nicholson coined the term “loose parts” to describe open-ended materials that can be used and manipulated in many ways (1971).
Nicholson believed that we are all creative and that “loose parts” in an environment will empower our creativity. Environments, he believed, offer many ways for children to interact with variables such as gravity, sounds, chemical reactions, concepts, words, and people. For Nicholson, the richness of an environment depended on the opportunities it provided for making connections. Many play experts and early childhood educators have adapted the theory of loose parts.
Why are loose parts important?
Children prefer loose parts. Anyone who has watched children play with toys or playground equipment knows that they quickly tire of things with a sole purpose. Children make their play choices based on how much variability those materials offer. A stick is a richer choice than a slide because it can become a fishing pole, a spoon for stirring a concoction, a magic wand, or a balance beam for snails. Loose parts offer almost infinite variables, prompting children to create their own stories.
Loose parts encourage open-ended learning
Open ended materials, environments, and experiences encourage problem solving and are child centered. Children involve themselves in concrete experiences using loose parts, which lead to explorations that occur naturally, as opposed to adult directed. However, adults do play important, intentional roles in preparing, guiding, and documenting open ended learning experiences.
They require opportunities to develop ownership of the environment where they play. The introduction of loose parts such as scrap materials, sand and water increase the possibilities for children to engage in these types of behaviors even in ‘artificial’ environments, outside or in.
The list of possible loose parts is endless but can include:
• natural resources – straw, mud and pine cones
• building materials and tools – planks, nails, hammers
• scrap materials – old tires, cardboard boxes
• and, most essentially, random found objects.
Watch our “Play Learn Connect- Loose Parts” introductory video to get more ideas.
Presented by facilitator: Andrea Hansen
Our Centre follows Flight: An Early Learning and Child Care Curriculum Framework for Alberta as a guiding document for our work with children and families.
“Children’s play is central to this curriculum framework as an active, exploratory, creative, expressive process, deeply embedded in children’s everyday experiences and through which children participate in, learn about, and actively make sense of the world.” – Flight Framework
Note: We invite you to join us virtually to explore re-imagined materials. Check our Calendar for more details.
Web References:
Daly, Lisa, and Miriam Beloglovsky. 2015. Loose Parts: Inspiring Play in Young Children.
Loose-Parts-Play-web.pdf– A toolkit by Theresa Casey & Juliet Robertson