Interested in listening to this with my commentary? Find the podcast episode here.
Cleaning up with Loose Parts: 11 Tips!
Mess?
Play residue, evidence of play, Play aftermath, Play debris
Strategies for Cleaning Up with Loose Parts
- Start small.
Carol
Hume--I started small. I only introduced about 4 different
things. I added to it slowly once they got used to the idea of loose parts and
the change of play (using more imagination rather than rely on a house being a
house)
Angela Jerzyk Rauch--Start
with small amounts and increase
Crystal
Harrison--It’s no different than cleaning up anything else. I
suggest limiting the number of items to a manageable amount for you and your
kids. You can also add loose parts slowly if that makes you feel more
comfortable. When it’s time to clean up, I prompt my friends to “find the
matches”.
Stephanie
Mannering--I have started with larger play
loose parts first....big cotton reels, poles, drain pipes, bamboo sticks and
large fabric materials...sheets, nettings and large cardboard boxes. Haven't
started with stones yet and smaller parts but can't wait and will do it slowly
x
Angie Morrison--Vanderland
We make sure to have only oneclean up a day! I have few different strategies I
use for cleanup, designate kids to certain areas to clean, bring them to the
carpet and play eye spy things that need to be cleaned, sweep all loose parts
all together and bring out the bins to help organize. It can be very painful
somedays😣
We have 2 educators and 27 children!
Clara Meyer--Stuff
that can get thrown into the bin it belongs in makes clean-up more fun.
Cara Ruffo--I
love my dad's tactic... magic scrap. He picks a magic scrap or two and has the
kids clean up. Whoever pickedup the magic scrap can win a prize or a shot at
his basketball hoop. I use it, but I have to be careful with some of the
younger ones who didn't manage. Maybe next time? Also, if I notice someone
doing a great job, I usually add on another magic scrap that I noticed that
friend picking up.
Dee Ann Perea--I
prefer focusing on the transition and then ask if all of the “fun” is back in
it’s place and ready for more exploring tomorrow!
3. Use
defined spaces.
Lisa Cauthers--You could try having
a defined space like a rug, a large pan or like the table shown above. Some
things I leave in the backyard because I don’t care if it’s messy out there. 😄
Shelli Patt--Besides using larger
loose parts, and fewer of them, think about your space, where the children
play, and how to present them. In addition to some that can be used on the
floor, consider presenting them on a table, or another high surface (like the
top of a cubby or shelf). And I'd suggest using trays, either on a table or a
floor. The trays can help naturally contain objects, and also for young
children can give a sense of security by defining their space for them.
Jo Burns--We have a loose
parts rug. Our children are two years old so putting parts in their mouths is
always a risk. We always have an adult playing on the rug beside or with the
children.
Amanda
Shroyer--I have preschoolers. I got them a kid sized dust mop and a
kid size broom with a dustpan (the kind with a tall handle). That has helped SO
MUCH. They just sweep everything into a pile and sort.
Lyndsey
McCallion--We have an array of containers for
ours and the children know to sort them but it doesn’t matter which container
they end up back in for us, we tend to have a staff member support tidying in
this area to model but they children are slowly learning how to do it by
themselves. It is time consuming but the learning that takes place is more than
worth it xx
Others have mentioned using a small garden rake to pull
things together or a shop vac with a sock over the top.
Explore Inspire
EC—Shelli Patt--Instead of trying to control loose parts mess, make clean
up a meaningful and part of the activity. The children were just as engaged
with sweeping up the pompoms as they were with taking them out to begin with.
Exploring Inspire EC--What
looked like a mess to my teacher eyes at the beginning was her process. Her
organization, and her plan. If I used my adult power to stop her process, and
put my process in its place, what would I be teaching? That my ideas and my
plans are more important than hers? That her concepts and problem solving
aren’t valued? Or maybe, that she shouldn’t even seek solutions in the first
place, because a person in power will simply direct her. From Explore
Inspire EC’s blog post. It wasn’t a
mess. It was valuable work. It’s our job to learn to see the difference.
Nina
Moench--"It looks like you want to move on to...” (whatever,snack,art
area etc.) The blocks need to go back to their baskets before we move on. I
will help you put the blocks in the baskets before you go to..."
Sherryl
Allen--One term I've heard used is 'reset, As in we are resetting
our space for tomorrow - allows children to keep what they are still playing
with where it is. While putting other items back where they belong. Also
providing signs to identify work in progress so others know not to touch.
Mads
Ferris--“It’s time to refresh our environment”
Annie
Hosking--I frame cleaning up as getting ready for the next thing eg
clearing away stuff from a table because we need to get it ready for lunch.
Finding the right home for an object so that we know where to find it next
time. Clearing the floor so we have room to sit for a story.
If it's possible to leave something out to come back to then
we do. Sometimes it's not, especially with large constructions. Then I will
suggest that they might like to take a photograph of it which often reconciles
them to dismantling their creation.
7. Does it really need to be all sorted
out in individual baskets?
Carla Gull--Does
it really need to all be sorted out in individual baskets? Have an “extras” box
or bin. Having a big bin of things not sorted—allows for “hunt” of the perfect
item they will need and exploring a variety of objects
Play It Up with Loose
Parts—(summarized from section of the book) In elementary school, they put
the loose parts back in any order in large rolling garbage pails. Allows
children to optimize play time and have a quick clean up.
Julie Crouch--We
always end up with a box of odds and ends that got missed as we have to tidy
and pack away the pre-school each day, and it usually ends up being their most
interesting box to look through the next morning.
Carla Gull--I
know many kids enjoy the “hunt” of finding the loose part that works right for
what they need. When it is all tidied they sometimes miss that.
8. Leave
some to come back to.
Shelli Patt--There's
also the process of teachers helping children figure out the difference between
an ongoing work that they're coming back to, and something they aren't. Those
conversations are all part of the process of children learning problem solving
and planning skills.
Works in Progress—use
signs, a shelf, designated area, etc.
Carla Gull-- We
often have complex “forts” that take many days to make. If we didn’t allow
leaving out at times all the play that happens in the secret spaces might never
happen. I agree on having some spaces as leave out if possible.
9. Remember
schemas in early childhood.
Sheila Schaffer--For those that have dumpers, dumping is a
developmental schema and although you find it messy it is part of how they are
learning. We provide lots of empty baskets and other containers so the children
have something to dump into. Also, loose parts is more than just providing a
lot of miscellaneous stuff, it is also provocating and thinking about how the
children might use a specific item. Observe your group. Are they into things
that spin? Provide items with wheels or lazy Susan's etc that provide a
spinning action then sit with the children and ask the questions "why
" "how" "what if", ignite their curiosity so they see
something more than just the item. It's amazing when you take the time to build
on the philosophy of loose parts and not just think you have to put out a tonne
of stuff.
Crystal Black--Not sure if this will help but maybe when a
dumper dumps a basket of loose parts, provide them with a cardboard tube or
piece of gutter and encourage them to slide the pieces back into the basket.
Making the clean up as fun as the dumping might help.
Carla Gull-- Sensory bins can be good for dumping too.
Breezy Stevens--This has been a constant struggle. I have
found it also depends on the ages of kids. I just read an article talking about
why kids dump. For younger children that's how they discover what's in a
basket. If they can see everything in the basket from the top they r less
likely to dump. But a deep basket full of blocks will be dumped so they can
explore. I have found that editing down to a minimal amount of baskets and
rotating to be the best answer. Also, I'm trying to instill a "clean up
before bedtime" thing but usually I'm just too tired🙄. If there's an ongoing project, like the
fort or a small world I would let that stay out for awhile.
Amy Muir--Oh yes. Sometimes it’s a tornado in here too. It
depends on where the play takes us, really. Sometimes my kids like to set up
amazing creations and then a “storm” comes. Destruction. Everywhere. But that’s
just part of it 🙂
Wendy Baker--My house is actually tidyer using loose parts then
before! We use glass jars to tidy things away and the children spend a lot of
time moving things from 1 jar to another.
Sue Gray--Also have a
look at the layout of your environment, see what seems to gravitate to where, a
few tweaks in room layout really helps. We have a construction area, next to
the den, they often build walls to enclose themselves. A lot of our small loose
parts are under/next to a ridged table, so the children tend to use this for
creative mandalas and pictures and natural items are close to sand and water.
They are free to move things around, but seem to have organised themselves.
Megan Burrows--Definitely
need to make it achievable otherwise the job is too big. Everything needs a
place maybe with photo label. I definitely think you need to be doing it a
couple of times thru the day- maybe before lunch & at end of day because
too much clutter and mess is overwhelming and creates chaos. We delegate areas
and put on a song which gets everyone going. Praise & incentives work
miracles & wee signs that children can put out saying "work in
progress" means no one can pack up their work which they would like to
continue working on after mat time or eating.
11. Consider your educational philosophies.
Natasha Kocher--Let go of the idea that the space needs to
be tidy all the time :)
Shelli Patt--There's a lot of different issues here. First is philosophical
- the aspects of the Montessori approach that focus on children using materials
certain ways isn't necessarily compatible with using loose parts as open ended
materials. I'd suggest first suggesting what it is that draws you to use loose
parts with children, and what your intent is that the children will do with
them. As you can see from the variety of comments, what is considered a
"mess" is related to educational philosophy and framework, and
perspectives about teacher and child's roles in the environment.
Cynthia Nahia--I stick to Montessori method on this. Work
in a designated area... when they are done they put it back.
Amy Muir--I am also really working on letting go of my ideals of
where things should go. I think if I ask one or two children to be in charge of
the kitchen area, they do a wonderful job putting things where they think they
should go. They seem to be working on sorting things in different ways. And
whatever system of organization they use, everyone is able to find everything
next time. So I try not to be particular in this kind of thing.
The loose parts shelf where
I store everything we don’t have “out right now” is still in reach, and the
children can take what they need and use it wherever they want. I do try and
help sort out that area because I want it to look inviting and appealing and I
want everyone to see what’s there and feel welcome to use it. It hasn’t really
been a big deal thought.
Yesterday we had a camp
site set up. The children had a small cooler for their food, and they went
around gathering loose parts to dump in. They love dumping. But the loose parts
seemed to stay either in the cooler or the little wooden bowls when they were
eating, at about 2:30 we grabbed all the empty containers where the loose parts
came from and did a big sort. It didn’t take very long, and it was a great
opportunity to group like objects together and put them back. The children had
fun.
Cathy Chalklin--Just like anything in life ... Cleanup
needs to be balanced between necessity and respect. Every environment is
different in terms of "factors" that limit or control what needs to
happen. Shared space, inclement weather (if outdoors), multi age settings, need
to space to be cleaned (carpet or floors) etc. Whenever meaningful or possible
to the child or children if a "structure" or "work in
progress" can be stayed then why not ?. With cleanup being a part of the
process of play make it as simple as possible. Bins or bags (cloth) that they
can easily handle make things much easier and supporting teamwork tidy up is
the route I follow. Children often avoid "tidy up" simply cause the
task is overwhelming. We need to guide and support them in the same way we do
their play .... Choice, time, opportunity and with developmentally appropriate
expectations.
Curiosity Approach—putting things where they belong
Sue Gray—I look on the tidying away as part of the learning
process and also an area in which the staff can interact with the children,
developing all aspects of learning. Sorting, separating, counting, noticing and
discussing as you do so, always allow extra time for this aspect.
Emma Crawley--I truly believe leaving stuff out is key. Maybe
have Friday as a "tidy-day" when everyone joins in. Leaving projects
out make the learning and thinking process visible in a different way and the
kids can come back to the same play-theme from day to day. Maybe one area can
be the leave-out area and other areas tidy-areas...
Carla Gull--I love how the children (older) just know it's part of
the routine in this video. –Scrapstore Playpod
Playwork Perspective—Playwork
Principles
Marc Armitage--The Playwork answer to this would be, just
tidy up as you go! We don’t ask children to tidy up after themselves, for
various reasons - we see it as our job and therefore we tidy as we go.
Marc Armitage--Perhaps the solution is here is to start
with random piles.
Marc Armitage--You don’t. As a methodology there are some
uncomfortable bits to reconcile between a Montessori approach and a number of
play related issues ... neatness and tidiness are the enemies of self-directed
play and therefore this is always going to be tricky!
FINAL
THOUGHTS
Mel Staff--It often comes down to what suits an individual group
too- you have to find what is the best for your group. From year to year I find
a difference in what I can make available for each group. Good luck with your
journey 😀
Carla Gull--Rotate, take pictures of the creations, clean up songs,
etc. No "right" way to do it just what the particular interest is,
what is going on in life, and how much you can tolerate the creativity.
Research
Article:
Izumi-Taylor, S., Ito, Y., Lin, C., & Akita, K. (2017).
A comparative study of American, Japanese, and Taiwanese early childhood
teachers’ perceptions of clean-up time. Research in Comparative and
International Education, 12(2), 231-242. doi:10.1177/1745499917712610
Quotes:
Cleaning up with
children around is like shoveling during a blizzard. –Margaret Banning
Cleaning with kids
in the house is like brushing your teeth while eating Oreos.
Sign: Excuse the
mess. The children are making memories.
Book
Pick:
Clean Up, Up, Up! A dad and his toddler put things away
before dinner while enjoying math play, using words such as up, down, inside,
outside, etc.
