The use of loose parts is gaining momentum in the education of pre-school children. Loose parts are materials that are arranged in no particular way to assist children in the learning process. Play helps children to develop mentally and physically.
Types of Loose Parts
The main types of loose parts are natural and manufactured/ synthetic. Natural loose parts include logs, leaves, pebbles, flowers, seeds, etc. manufactured ones are hoops, plastic bottles, PVC pipes, plastic rods, bricks, etc. (Neil, 2015). Examples of games include treasure basket, the fort magic kit and the doll house. A treasure basket can include both manufactured and natural items such as pebbles, PVC pipes, plastic blocks, etc. the contents of the treasure basket vary according to age. Those under five years can play with brushes, wooden spoons, buttons and small drums. For children above the age of five, the parent can incorporate more complex items such as whistles, whisks, construction toys (spanners, hammers) and pebbles. A fort magic kit is for children aged six to eleven; it consists of plastic rods and joining pieces that can be used to assemble various items such as houses and buildings. The doll house is favorable for children aged between four and ten; it can be made of either wood or plastic and has plastic items similar to those in an actual home. Children can also play the game “Urban Road” where they are provided with vehicles, a busy city with roads, roundabouts, traffic police, parking and traffic signs. “Urban Road” entails the use of synthetic material since all the objects are made of plastic. The game is favorable for children between the ages of five and ten.
The Significance of Loose Parts
The use of loose parts is quickly gaining momentum among educator. One of the most common practices is the visualization exercise where teachers promote quiet reflection as well as dialogic learning. According to Ontario’s Pedagogy for the Early Years, the loose parts symbolize the four fundamentals of learning, i.e., tree flakes represent well-being, the mosaic tiles depict belonging, glass gems signify expression while the buttons show engagement. In the middle are pebbles, which stand for children, educators, and parents; this is because they are the foundation of learning(Kashin, 2016). Every group of students is provided with a mat to show the theoretical foundation of the practice. Also, each team is given a mirror to show the reflection as well as to indicate the importance of applying the reflected values to the learning environment. Each group has the opportunity to form its own meaningful and unique patterns to indicate the significance of creation instead of consumption. The lack of glue proves that these loose parts can be functional another day(Kashin, 2016).
Children benefit a lot when given a chance to explore their environment using open-ended, interesting materials that encourage their creativity and investigative instincts. In contrast, close-ended materials discourage creativity since they have limited functions. For example, a puzzle piece is not multi-purpose because it can only be utilized as a section of a puzzle(Kashin, 2016). The application of loose parts comes in handy when one part of the puzzle goes missing. The remaining pieces can be used in open-ended ways by children to construct creative items. Loose parts provide children with numerous opportunities, invitations and provocations to transport, transform, use and combine them. They can also be positioned, hidden and propelled to support children’s schema play. Educators should pick loose parts intentionally so that they are beneficial to a child’s cognitive development. The material can be used in maths as well as the construction of small words; the sized can also be varied(Kashin, 2016).
Role of Play in Development
The incorporation of loose parts into the curriculum is beneficial for children; it should be done in a planned manner since an unplanned curriculum only wastes time. Proper early childhood development includes a positive learning and social environment. The educators should master every child’s learning style and limit. Children are different; some are hyperactive while others are quiet. Introverted children learn through the use of reflective exercises while extroverted children prefer group activities(Excerpts from “ELECT”, 2014). The learning strategy should have a specific objective for every child, which enhance self-regulation (attention, emotion, and behavior), social inclusion, health, identity and general prosperity. Educators should also ensure that children develop important skills such as language, physical fitness, and reflection as they are the foundation of learning crucial concepts, i.e. numeracy and literacy. A well-defined learning strategy for early childhood development develops a child’s capabilities while respecting their choices and interests(Excerpts from “ELECT”, 2014).
Moreover, the use of loose parts incorporates pretend play since the various objects represent some aspects of society. Play at the core of children’s reasoning and can be applied in a manner that promotes learning. Children understand concepts and find meaning in skills and ideas. The incorporation of loose parts in learning exposes a child to mental challenges in their mastery capacity(Excerpts from “ELECT”, 2014). Children who succeed in primary school and later on in life had a positive learning environment during pre-school. They have better communication skills, social abilities (making friends) and are more creative in learning and problem-solving. Children utilize pretend play to initiate friendships, regulate emotions and solve disputes. Pre-school children experiment with tools and loose parts during pretend play to collect data as well as predict, record and negotiate their findings. Children should be given opportunities to pursue their curiosity since it provides a learning opportunity(Excerpts from “ELECT”, 2014).
Role of Play in Learning
There are four fundamentals of learning: expression, engagement, belonging and well-being. The foundations apply to every child regardless of setting, geography, language, culture, age or ability and are aligned with every learning structure in kindergarten. During expression, children learn how to make others aware of their emotions and ideas. Children communicate through their words, body language and the use of materials. For instance, during play, children often use colorful blocks to make patterns to indicate happiness. When children play house, they give the “child” a time-out when the “parent” is disobeyed to show anger. Also, they use toys to develop mathematical skills such as addition and subtraction(Service, 2014). Children develop a sense of belonging when they play together. Games such as soccer make children feel that they belong to a team. Play enables children to feel that they are part of something bigger than themselves. Active games that involve running promote mental and physical health. Physical activity leads to the development of strong bones and increases the supply of blood to the brain. Games enhance engagement in children as they learn how to be focused and involved. The use of loose parts allows children to apply their thinking skills to create patterns based on their curiosity. In the process, they learn how to concentrate and avoid disruptions. Play helps children to learn essential skills, such as innovation, creative thinking, and problem-solving, which are essential for success in education and other sections of life(Service, 2014).
Importance of Connection
Additionally, making a connection with children is a significant aspect of learning. For children and babies, teaching and care are inseparable. Skills are not taught solely by instruction; children learn better when they can connect with their educators. Responsive and warm interactions are the basis of strong, meaningful teacher-student relationships. High connection reduces the necessity of direction and correction(Service, Think, Feel, Act: Lesson Research about Young Children, 2013). Teachers gain the children’s trust by being at their level during interactions. Warm physical contact incorporated with simple language and eye contact during communication fosters a connection between the teacher and the child. Letting children decide which games they want to play and the learning activities they wish to engage in initiates trust. Educators should encourage children to listen to others to foster caring and thoughtfulness. Furthermore, they should be genuine when congratulating children for their efforts by clearly outlining them(Service, Think, Feel, Act: Lesson Research about Young Children, 2013).
Conclusion
The use of loose parts in the learning environment is quickly replacing rigid methods such as puzzles. Loose parts enable children to explore their creativity without limits as well as help in the development of social and educational skills. Children learn how to make friends, solve disputes and participate in group work. Additionally, they learn mathematical skills such as subtraction and addition. Play enables the development of the four pillars of learning: expression, engagement, belonging and well-being. An emotional connection between the educator and the student is the key to successful early childhood education.
References
(2014). Excerpts from “ELECT”.
Kashin, D. (2016). Loose Parts: These are a Few of my Favourite Things!
Retrieved from Technology Rich Inquiry Based Research: https://tecribresearch.wordpress.com/2016/11/26/loose-parts-these-are-a-few-of-my-favourite-things/
Neil, P. (2015). Open-Ended Materials belong Outside Too. Highscope Extentions, 27(2). Retrieved from http://www.imagineeducation.com.au/files/CHCECE018022/9.pdf
Service, O. P. (2013). Think, Feel, Act: Lesson Research about Young Children.
Service, O. P. (2014). How Does Learning Happen? Ontario’s Pedagogy for the Early Years.
