Long time readers of this blog will know that I have long been a fan of the theory of loose parts.
My experience at a preschool rich in loose parts showed me that children's play is enriched in ways almost too many to list when children have time, freedom and access to an array of interesting, opened ended materials both indoors and outdoors. Loose parts are, quite simply, the essential raw ingredients for creative and imaginative play.
Loose parts go hand in hand with children's play schemas - those repeated urges we see in their play that children seem to be irresistibly drawn to time and time again. Team your loose parts to be responsive and supportive of the schemas you are observing and you really can't go wrong!
|Loose parts go hand in hand with schemas|
Since spending more and more time in the world of infants, it has become abundantly clear that simple, open ended materials also open up a world of play opportunities for even our youngest children.
Magda Gerber referred to these as passive play objects. She says:
"None do anything. They will only respond when the infant activates them. In other words our active infant manipulates passive objects."
If we believe that babies are amazing learners and intrepid explorers of their world, then doesn't it make perfect sense to resource our nursery and toddler rooms with materials that spark curiosity, ignite the imagination, encourage exploration and can be used in a myriad of different ways?
Recently I had the pleasure of observing children at play with passive objects. In a room full of resources, what captured this child's attention, and held her focus? Small boxes with lids, silver bowls, mixing cups and hair rollers.
are the resources that are most likely to be used over and over, and stimulate the imagination, creative thinking and problem solving of children regardless of the age.
Meanwhile, this child - not yet crawling but by no means immobile - was exploring a simple piece of fabric:
These silver bowls were in high demand. They nest inside each other, and are perfect for the gathering, carrying, emptying and mixing that toddlers love to do:
When children play with passive play objects like these, they begin to manipulate them in increasingly complex ways. This allows them to
"really plan and scheme and use physical objects as tools. By the time babies are eighteen months old, they understand quite complicated things about how objects affect each other.” (Gopnik, Meltzoff, Kuly).
Here are some ideas I spotted in Kmart recently:
Magda Gerber (1986) states,
“play objects for infants need to be those which the infant can look at,touch, grasp, hold, mouth, and manipulate endlessly, never repeating the same experience. It is easy to find such objects in your own kitchen or in a dime store.”Whatever you choose to call them - loose parts, open ended toys, passive play objects, once you embrace them in your classroom it can change the way you purchase resources and intentionally set up your infant and toddler learning environment.
What can you see to add to your collection?