CUR125: Loose Parts: Incorporating Found Objects and Open-Ended
Materials into the Classroom
Handout
Welcome to CUR125
We′ve probably all witnessed a child spend hours playing with a box that a toy came in over the actual toy! Children prefer materials that give them the opportunity to be creative, be curious and be independent. One of the most effective ways to encourage this is to incorporate materials in your classroom that support children′s natural curiosity. In this course, participants will explore theory,
implementation and ways to include loose parts into their curriculum in developmentally appropriate ways. After this course, participants will have the tools and strategies to embark on their own loose parts journey that will benefit children′s learning on all levels.
Objectives:
By taking notes on the handout and successfully answering assessment questions, participants will meet the following objectives as a result of completing this course:
Define the term loose parts and identify materials that could be used as loose parts
Recognize the benefits of loose parts related to child development
Identify best practices to incorporate loose parts into the classroom
Recall the difference between an invitation and a provocation
Recognize ways that loose parts can be used to enhance learning centers
References:
1. Beloglovsky, M. (2022). Loose Parts for Children with Diverse Abilities. Redleaf Press.
2. Casey, T. & Robertson, J. (2019). “Loose Parts Play - A Toolkit, Second Edition.” Retrieved from https://www.inspiringscotland.org.uk/wp-content/uploads/2019/07/Loose-Parts-Play-Toolkit-2019-web.pdf
3. Daly, L. & Beloglovsky, M. (2014). Loose Parts: Inspiring Play in Young Children. Redleaf Press.
4. Daly, L. & Beloglovsky, M. (2016). Loose Parts 2: Inspiring Play with Infants and Toddlers. Redleaf Press.
5. Daly, L. & Beloglovsky, M. (2018). Loose Parts 3: Inspiring Culturally Sustainable Environments. Redleaf Press.
6. Daly, L. & Beloglovsky, M. (2019). Loose Parts: Inspiring 21st-Century Learning. Redleaf Press.
7. Ephgrave, A. (2018). Planning in the Moment with Young Children: A Practical Guide for Early Years Practitioners and Parents. Routledge Publishing.
8. Gull, C., et al. (2021). Loose Parts Learning in K-3 Classrooms. Gryphon House.
9. Haughey, S. & Hill, N. (2017). “Loose Parts - A Start Up Guide.” Retrieved from https://s3.amazonaws.com/fdt-course-materials/Blog+Posts/Loose+Parts+Start-Up+Guide.pdf
10. Hobson, T. (2020). “Integrating Loose Parts Play in a Preschool Program.” Retrieved from https://www.edutopia.org/article/integrating-loose-parts-play-preschool-program
11. National Association for the Education of Young Children (NAEYC). (N.D.). “What Do Children
Learn in a High Quality Preschool Program?” Retrieved from https://www.naeyc.org/our-work/families/what-do-children-learn-preschool-program
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12. Robertson, J. (2017). “Simon Nicholson and The Theory of Loose Parts - 1 Million Thanks.” Retrieved from https://creativestarlearning.co.uk/early-years-outdoors/simon-nicholson-and-the-theory-of-loose-parts-1-million-thanks/
13. Williams, M. & Stevens, D. (2019). Loose Parts Play - A Beginner’s Guide: A Practical
Handbook for Educators and Parents of Children Aged 0-5. Independently Published. 14. Schaefer, R. (2016). “Teacher Inquiry on the Influence of Materials on Children's Learning.”
Retrieved from https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-inquiry-materials
Additional Resources
1. Edwards, C, Gandini, L., & Foreman, G. (2011). The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd Edition. Praeger Publishing.
2. Nicholson, S. (1971). “How NOT to Cheat Children: The Theory of Loose Parts.” Retrieved from https://media.kaboom.org/docs/documents/pdf/ip/Imagination-Playground-Theory-of-Loose-Parts-Simon-Nicholson.pdf
3. Weisman Topal, C. & Gandini, L. (1999). Beautiful Stuff! Learning with Found Materials. Davis Publishing.
Course Notes: Use the space below to record important information from the course.
The History of the Theory of Loose Parts
What are Loose Parts?
Important Fact
Loose parts are:
Here are a few additional features of loose parts:
Loose Parts Possess Infinite Play Possibilities
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The Value of Loose Parts
Used with children of all ages!
Physical development
Social emotional development
Language and literacy skills
Cognitive skills
In review, take note of the following benefits of loose parts. They:
Types of Loose Parts
Nature Based Materials
Wood Reuse Materials
Corks
Pegs
Dowels
Napkin rings
Sticks
Rocks
Sand
Leaves
Seeds
Logs
Dirt/Mulch
Pinecones
Sticks
Shells
Wood cookies
Acorns
Feathers
Gourds
Dried flowers
Wood chips
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Wooden Beads
Golf tees
Hardwood floor scraps
Scrabble tiles
Spools
Wood frames
Plastic Materials
PVC pipes
Curtain rings
Buttons
Beads
Film canisters
Hair rollers
Game pieces
Squeeze tops
Milk and soda caps
Empty spice containers
Bottles of various sizes
Straws (recycled, whenever possible)
Metal Materials
Washers
Muffin tins
Magnets
Keys
Thimbles
Bangles
Curtain rings
Old gadgets
Silver beads
Nuts and bolts
Lids of various sizes
Ceramic and Glass Materials
Ceramic tiles
Glass Beads
Gems
Marbles
Sea glass
Tiny bottles
Granite scraps
Cabinet doorknobs
Fabric Materials
Twine
Ribbon
Silk
Wool
Scarves
Flags
Burlap
Yarn
Felt pieces
Doilies
Lace
String
Rope
Thread spools (with or without thread)
Packaging Materials
Boxes
Paper rolls
Egg cartons
Ribbon wheels
Paper scraps
Tissue paper
Packing peanuts
Bubble wrap
Cardboard scraps
Important note: Choose loose part materials that are:
Access to a variety of open-ended materials during play aids in every cognitive area:
Problem Solving
Engineering
Creativity
Concentration
Hand-eye coordination
Fine and gross motor development
Language and vocabulary building
Mathematical thinking
Literacy
Social/Emotional Development
Implementation of Loose Parts
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Where to Find Loose Parts
You can collect a variety of loose parts from:
Yard and garage sales
Thrift stores
Dollar stores
Craft stores
Recycle and reuse centers
Recycling bins
Donations from businesses
Donations from families
Introducing the Concept of Loose Parts
Gathering Collections
Sorting Days
Questions you can ask about the materials:
A quick note about safety - check items for:
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Your Classroom Environment
Important Fact
Space refers to:
Some questions to ask yourself about your space when you’re ready to add your loose parts:
How many areas or centers are present in the classroom (art, dramatic play, housekeeping, science, etc.)?
How are spaces defined to create distinct areas of play?
Are they open and accessible to children?
Are there places for both your students to work alone or with each other?
Are spaces arranged to limit distractions?
Are there any spaces that are overcrowded and can changes be made to create more space in those areas?
Important Fact
Ambiance relates to:
Things to consider when regarding the ambiance of your classroom include:
How do the colors and lighting make you feel?
Are the materials clean and safe?
Are materials accessible for all children?
Do your learning areas offer a wide range of materials, both new and familiar?
Are there too many items or not enough?
Are your materials attractively organized? Think baskets, wooden bowls, etc.
Do materials and areas look inviting and challenging?
Do items represent the interests and cultures of the children in your care?
Present Materials to Encourage Social Interactions
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Present Familiar Materials in Unfamiliar Ways
Have a Flexible Arrangement that Allows for Change
Provocations and Invitations to Play
Important Fact
An invitation:
Important Fact
Provocations are:
Essentially, the difference between an invitation and a provocation is the ______________________.
Both provocations and invitations to play should:
Capture children’s curiosity
Be intentional in design and purpose
Be appropriate for the age of children you teach
Include materials that the children can freely touch, manipulate, and explore
Use authentic and real materials whenever you can
Here are some questions to ask yourself when setting up an invitation or provocation:
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Do we have enough materials available for the children to equally participate? Will I need to
limit the number of children at the invitation to be sure?
Are the children able to freely explore the materials?
Is the area well organized? Can it be easily managed by both the children and the teachers?
What do I think the children will do with the materials?
What do I hope they will do with the materials?
What areas of developmental growth or learning am I trying to promote? Are there specific skills I want children to work on?
Examples of Loose Part Explorations
Art and Sensory
Math
Fine Motor
Literacy and Language
Story Frames
Retelling Stories
STEM
Building Challenges
Sink and Float
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Ramps
Small World Play
Small world play is:
Emotional Development
Personal and Social Skills
Reasoning and Problem Solving
Language
When setting up your small world play, there are a few steps you can follow:
Tinkering
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Benefits of Tinkering
When children tinker they use several skills:
Loose Parts Outside
Think about your outdoor play area. Remember to consider the ______________and ________________of the area.
The loose parts for your outside area can be natural, recycled, or manufactured.
Examples of natural items Examples of recycled items Examples of manufactured items
Twigs and sticks
Tree stumps
Straw bales
Pallets
Stones
Cardboard boxes
Milk crates
PVC pipe
Rope
Building materials
Blocks
Tools
Buckets, pots, pans
Cloth, tarps, shower curtains
Household items, baskets, utensils
Inside vs. Outside
Storage of loose parts for outdoor play can be a challenge. Some examples for storage are:
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Loose Parts Best Practices
Some simple tips are:
Start small:
Model:
Label:
Limit:
Displaying Loose Parts in Your Classroom
Storage of Loose Parts
Maintaining your Collection
Staying Open Minded
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