30 plus ways to approach loose parts. There may be some overlap in these posts as the principles can be similar. In the home setting there are often many considerations, such as a variety of ages, wanting to keep parts of the house tidy, safety concerns for younger children, etc. I am treating this blog post as a mother, not as an early childhood educator, college instructor, presenter, etc., sharing what has helped us in our home. How do we keep sanity with all the loose parts and strike a balance between allowing free access and keeping a house running smoothly?
Wednesday, September 27, 2017
Monday, September 25, 2017
How Not to Cheat Children: The Theory of Loose Parts
Landscape Architecture--October 1971
It's good to revisit classic literature on the topic of loose parts from time to time. Nicholson largely wrote on loose parts from the perspective of creating playgrounds and outdoor spaces. Marc Armitage has repeatedly said in our Loose Parts Play group that Simon Nicholson never used the term "open-ended" in the Theory of Loose Parts. It seems that because we often see children having open-ended opportunities as they play with loose parts that we have put this phrase as one of the descriptors. Let's take a look at what Simon Nicholson, the one who coined the phrase, had to say about the topic.
Quotes/Info I Liked:
- "Creativity--the playing around with the components and variables of the world in order to make experiments and discover new things and form new concepts."
- "Young children (often) find the world incredibly restricted--a world where they cannot play with building and making things, or play with fluids, water, fire or living objects, and all the things that satisfy one's curiosity and give us the pleasure that results from discovery and invention."
- "There is evidence that all children love to interact with variables such as materials and shapes; smells and other physical phenomena, such as electricity, magnetism and gravity; media such as gases and fluids; sounds, music and motion; chemical interactions, cooking and fire; and other people, and animals, plants, words, concepts and ideas. With all these things all children love to play, experiment, discover and invent and have fun. All these things have one thing in common, which is variables or 'loose parts'."
- The quintessential quote--" In any environment, both the degree of inventiveness and creativity, and the possibility of discovery, are directly proportional to the number and kind of variables in it."
- "In terms of loose parts we can discern a natural evolution from creative play and participation with wood, hammers, ropes, nails and fire, to creative play and participation with the total process of design and planning of regions in cities."
- "The study of children and cave-type environments only becomes meaningful when we condor children not only being in a given cave but also when children have the opportunity to play with space-forming materials in order that hey may invent, construct, evaluate and modify their own caves. When this happens we have a perfect example of variables and loose parts in action." (This really leaves room for applications to elementary school and curricular options rather than just always being "open-ended")
- Another often quoted snippet-- "Children learn most readily and easily in a laboratory type environment where they can experiment, enjoy and find out things for themselves."
- Caption for a picture of kids by a puddle--"Loose parts at work--water, ripples, reflections, slush, floating and living objects. Many curriculum units are based on experiments with water; here is the quickest, cheapest way to introduce variables into an asphalt/chain-link environment." (wouldn't a meme with "just add water" be great--I can see a whole series of these!)
- "Human interaction and involvement with water--its refraction, beading, noise. Liquids, gases (waterfall, wind tunnel) afford classic examples of how loose parts permit experimentation, creativity." (also shared a museum with controls for cascades, water flow, etc.--"number of variables or loose parts would be increased by public access")
- "By allowing learning to take place outdoors, and fun and games to occur indoors, the distinction between education and recreation began to disappear."
- Educational evaluation is important! "What did children do with the loose parts? What did they discover or rediscover? What concepts were involved? Did they carry their ideas back into the community and their family? Out of all possible materials that could be provided, which ones were the most fun to play with and the most capable of stimulating the cognitive, social and physical learning processes?"
- "The most interesting and vital loose parts are those that we have around us everyday in the wilderness, the countryside, the city and the ghetto."
- "Although it is fine to allow scientists and artists to invent things, how about allowing everybody else to be creative and inventive also?"
- "Is society content to let only very few of its members realize their creative potential?" (We need this! We need problem solvers willing to be creative and experiment to solve hard conditions in this world. I an era where robots will be taking over many of our tasks, creativity and problem solving are typically things that are uniquely human.)
- "The process of community involvement, once started, never stops. The environment and its parts is always changing and there is no telling what it will look like." (I love this about outdoor classrooms--they are never done, but responding to needs and interests of those who use the space."
- "In early childhood there is no important difference between play and work, art and science, recreation and education-the either/or classification normally applied by adults to a child's environment."
- Caption to empty waiting room at an airport (similar to waiting anywhere) "Waiting anywhere, any institution--no loose parts. Time spent here is life spent sitting in fixed rows in utter boredom." (This is why we have grab and go loose parts "kits" to have portable variables on the go.)
Important Related Theories/Principles Mentioned:
Adventure Playgrounds--community involvement, play-leaders, experiment/play, 'free society in miniature'
Variables and loose parts--Mathematics in Primary Schools, 1966
Nuffield Mathematics Program--imaginative curriculum units--interdisciplinary (visual art, music, mathematics, natural sciences, blend indoors/outdoors)
behavioral planning and design--study of human requirements and needs to design the environment, loose parts derives from these theories
Discovery method (curriculum innovation for elementary schools
The "ex-quotient"--My own phrase from observations I have made, well before I "got into" loose parts. I need to revisit this with my knowledge on loose parts! Read my thoughts here.
Terms: variables, loose parts, , playing around, self-instructional
Terms I did not see: child-led, unstructured, open-ended (most of the popular posts about loose parts usually include these terms; however, Nicholson did not, even sharing examples of learning in context with a specific object in mind, using loose parts to accomplish this goal. While I think it's great that Loose Parts Play is often child-led, unstructured, and open-ended, rereading the original work on this gives me additional permission for broader application and use of this concept. There are many ways to "do" Loose Parts Play--check out my compilation of 30+ approaches to LPP.)
Types of Loose Parts: nature, voice tubes, water, pendulums and bouncers, newsprint rolls,
Look for ways to make spaces more interactive--how can the children and adults in the space also invent and build?
Nicholson proposed a four-part program to implement this theory of loose parts for immediate use:
1. Give top priority to where the children are.
Children are in schools, day-care, hospitals, etc.--these need immediate transformation! "Even if a local community is sold on the idea of a pocket-park or adventure playground it is still better to use the asphalt area of an elementary school for it, for this is where the children are."
2. Let children play a part in the process.
They enjoy the process of design, looking at the problem, the requirements, planning alternatives, etc.
3. Use an interdisciplinary approach.
Play/work, art/science, recreation/education are the same for children with no apparent distinctions made in early childhood.
4. Establish a clearing-house for information.
It takes 5-10 years for the publication process to print journals, but that time "should be reduced to near instantaneous" in "newsletters, microfilm, audio, and video-cassette systems" and shared across schools, day cares, and other institutions that need it. Allow children to explore this evaluation as well. (I am heartened to see that in our highly electronic world, we have quick access to information! Any of us can share a video, narrative or picture of how loose parts impacts our environment. We have Facebook groups, like Loose Parts Play and others, where we can discuss this information. I just found open electronic access to a fresh article on the topic just published. Here is a list of other research articles I have compiled (there are many more that are harder to access). What do we do with this information? Let's use it and discuss it!)
Loose parts are not only restricted to play--there can be experimentation, invention, and more! While play worker principles are great for many settings and definitely have a connection to loose parts play, they may not be applicable in every situation. There are many places where loose parts are being implemented--these are all unique. Can we be patient of others' applications of loose parts and maybe even understanding of different sets of circumstances that may not look like ours? Is there really a "right" way to do loose parts or are there MANY right ways that look very different? Here is my list of 30+ ways to approach loose parts--I'm sure there are many more.
Perhaps there can be more context and curricular ties to loose parts. Perhaps some applications may be more than just having loose parts available, but using them to solve problems.
The discovery method takes TIME! In many of today's classrooms, there is a lot of pressure for increased academic performance. How can we allow the exploration of loose parts (even connected to curricular needs as evidenced by the cave example) and still meet the learning standards and requirements?
Loose parts are not just for children, adults can have that spirit of inventiveness and creativity as well. I really have liked the show "The New Creatives" which can be found on BYUtv. How do we as adults engage in the theory of loose parts? For many of us, it is setting a backdrop for these experiences with children. We enjoy the hunt, the find, the setting up of spaces where children can design their play and experimentation.
"Variables" do not have to be "things"--it might be concepts, sound, light, etc.
Like this? Follow my page, Loose Parts Play, on Facebook! Find our international GROUP, Loose Parts Play, there as well. Also check out my blog section just on Loose Parts Play.
Friday, September 22, 2017
Take Five by Patrick Dougherty is in Niles, Michigan.
Nature as refuge in children's environments
by MaryAnn Kirby
Island Garden Designs
Mercer Island, WA
I have read various journal articles on "hidden spaces" as an essential component in play spaces for children. Typically dramatic play goes up. Of course, as adults, we often still need to supervise and/or are regulated to supervise, depending on the age of the children and our particular setting. Seeing the background on why these spaces are important can be helpful in feeling more comfortable with "hidden spots" in our outdoor areas. This article by MaryAnn Kirby seems as though it is one of the earlier ones on the topic and is often cited in other research, though also looks at earlier published research as a basis for the information.
Thursday, September 21, 2017
by Mary Jo Sutton, 2011 Children, Youth and Environments 21(2)
This article focuses on loose parts in outdoor learning environments as part of the informal learning field, particularly children's museums. The Bay Area Discovery Museum in Sausalito, California is the base for the research. It has over 275,000 visitors a year, which can really impact how things are used and consumed, with a median age of 3.9 years old for children. Mary Jo reviewed several research studies used at the site, such as the summative evaluate through the National Science Foundation grant of the space, another study by the Natural Learning Initiative with Robin Moore, a visitor study by the Partnership of Playful Learners research project through the Chicago Children's Museum. Some studies looked at the timing and tracking of groups, "sweeps" to record density of people in each area used, and interviews with adults. Others mapped spaces for learning behaviors. Video track was used as well as an online survey for members. They suggested using a pedometer in future studies to track how much movement is happening. They focused on Lookout Cove and Outdoor Tot with complete descriptions in the article.