~R. Louv
Children may not naturally know what to do with loose parts. Think about it. So many toys have predetermined uses. Traditional materials often have a clear pathway to play. If your students are disrespectful with loose parts – there is a good chance they do not know what to do. Don’t assume they do! We are using more and more loose parts in the autumn, as they so accessible. I am overjoyed when the children get right into their play, and play for hours. Loose parts provide the variables children need to create options in their play.
As long as materials can be moved, redesigned, put together and taken apart in a variety of ways, they are classified as loose parts. When Nicholson wrote about these materials that allow for creativity and choice he called it the “theory of loose parts” (Nicholson, 1971). He said that in any environment, the degree of creativity and inventiveness is directly proportional to the numbers of variables in it. A beach is a good example of a loose parts learning environment, with plenty of move-able and adaptable materials, such as sand, water, rocks and shells. Children can play for hours on the beach. Now take the concept of the beach and think about how early learning communities can incorporate loose parts into their environment? Something to think about!
Loose Parts should
Have no defined use and plamust support the children when they decide to change the shape or use of them.
Be accessible physically and stored where they can be reached by children without having to ask the playworkers. The children should know that they can use them whenever and however they wish.
Be regularly replenished changed and added to.
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“A hundred years from now, it will not matter what kind of car I drove, what kind of house I lived in, how much money I had in the bank…but the world may be a better place because I made a difference in the life of a child.”
~ Forest Witcraft