What Exactly Are “Loose Parts”?
First, let’s get on the same page about Loose Parts. The term 'Loose Parts' refers to materials that are movable, adaptable, and open-ended. These could be anything from natural elements like sticks, stones, leaves, and shells to everyday items like bottle caps, cardboard tubes, and fabric pieces. Essentially, they’re materials without a fixed purpose—meaning children can use them however they see fit. Simon Nicholson, an architect with a passion for play, proposed Loose Parts theory in the 1970s. He believed that environments with varied, open-ended materials offered children the best chance to innovate, experiment, and express themselves. According to Nicholson, the more “variables” (or Loose Parts) in an environment, the greater the creative potential.
Nicholson’s Original Take on Loose Parts
Nicholson argued that Loose Parts are the ultimate “variables.” He saw the items themselves—sticks, shells, ropes, whatever—as elements that children could arrange and rearrange, turning the items into “parts” that could be combined to create something new. In his eyes, the environment essentially invites children to act, experiment, and construct without boundaries.
I respect that view, but I have worked with too many clients (and myself at times) that have set up beautiful Loose Parts areas that never get played with. In my next blog post I’ll delve deeper into the process to support children; however, I suggest you begin to think of the resources as ‘open-ended resources’ and the play you get with it, ‘Loose Parts Play.’ Simply providing the resources DOESN’T mean you’ll see Loose Parts play…
Affordance Theory: The Key to Unlocking Loose Parts’ Potential
Now, let’s talk about ‘Affordance Theory’, developed by psychologist James Gibson. This theory suggests that we perceive the world in terms of actions it affords us—actions that objects or environments allow or suggest based on their properties and our intentions.
For instance, a simple stick affords different actions: it could be a sword, a wand, a tool for drawing in the dirt, or a bridge in a block structure. Gibson believed that these affordances are “perceived directly” by individuals based on their experiences, abilities, and needs at that moment.
Applying affordance theory to Loose Parts makes us see them as rich, flexible materials that offer different possibilities depending on the child’s perspective. This means that not every child will engage in Loose Parts play in the same way, or even at all. Some children might not feel drawn to explore these materials if they aren’t accustomed to such open-ended play or if they simply aren’t interested.
Loose Parts Play in Action: Examples of Affordances
Let’s look at some everyday examples to bring these ideas to life. Imagine a few different scenarios where children encounter Loose Parts:
- The Cardboard Box: For one child, a cardboard box might afford crawling inside, becoming a makeshift hiding place. For another, it might be turned into a “car” or “rocket ship” they can “drive” around the room. Here, the box isn’t just a variable; it’s a material whose potential unfolds depending on the child’s creativity and needs.
- Pine Cones and Stones in a Garden: Out in the garden, a child might see a pine cone and toss it, or gather stones to build a tiny fort. Each material suggests different possibilities (affordances) based on the child’s experience and interest. The same pine cone that’s a “projectile” to one child becomes “currency” in a game for another.
- Fabric Scraps and Ribbons: Your resources don’t even have to be natural! If you think back to my blog post about exploration, you’ll remember that when a child is more familiar with an item they are able to engage in deeper play. Fabric scraps and ribbons can offer endless affordances. One child might turn them into a dress for a doll, while another uses them as sails for their block-built boat. The items don’t dictate the play; the children’s imaginations bring them to life.
Why Some Children Might Not Engage in Loose Parts Play
Not every child feels naturally inclined toward Loose Parts play, and that’s okay. Some children may need time to become accustomed to open-ended materials, especially if they’re more used to structured toys. Others may simply prefer different types of play, such as role-playing or imaginative storytelling that doesn’t rely on tangible objects.It’s important to recognise that Loose Parts play is just one form of play. For some children, the sheer openness of Loose Parts can feel overwhelming; they may need support, encouragement, or simply more time to discover the possibilities. For other children, Loose Parts may serve as tools for self-expression and creativity right away.In our next blog post we’ll delve deeper into the role of the adult to support children, especially those who are reluctant to engage in this wonderful kind of play.
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