Early Science Matters

 

 

“I’m making a concert venue,” announces one of the loose-parts tinkerers in my workshop.

I look over to see what she’s talking about and, sure enough, there it is: A stage, a backdrop, and an entertainer complete with a microphone, drum set, and drumsticks. The “audience” in the venue includes a music lover in a wheelchair and a “groupie” sporting the same jaunty acorn cap as the singer.

I am amazed at the creativity on display, but here’s what makes this moment even more special: The builder isn’t a child! She’s an early childhood educator at the November 2024 NAEYC National Conference in Anaheim, California. At this particular moment, she’s participating in a Tinkering with Science, Nature, and Loose Parts breakout session. This adult, just like the children we teach, is using loose parts to create something from her imagination and, in the process, demonstrating the profound impact that these materials can have on learners of all ages.

Loose parts are everyday materials—natural or synthetic—that children can manipulate and use in a variety of ways. These materials can include anything from rocks, sticks, and fabric to figurines, buttons, and straws.

Personally, I like to include small people or animal figures because they help children build stories and narratives around their play. When children have access to a wide variety of loose parts, the possibilities are endless. They can build, create, organize, and transform these objects into whatever they can imagine as they engage in dynamic, ever-changing learning adventures.

 

Play with loose parts is powerful because it gives learners the freedom to create in their own ways and at their own pace. Whether they’re creating elaborate structures or simply experimenting with different shapes, they are developing a sense of ownership, independence, and confidence.

But we often overlook the fact that educators, too, can benefit from engaging with loose parts. As a strong proponent of loose-parts play, I firmly believe that educators need time to explore these materials themselves. When teachers are given the opportunity to play with loose parts, they gain a deeper understanding of how these materials work—and they also learn how to better facilitate children’s learning experiences.

But how many educators have the time or energy to sit down on a Saturday afternoon and explore loose-parts play? In our overscheduled lives,  loose-parts play can feel like a luxury. It takes time, but that’s exactly why loose-parts play is so valuable. When children are given the chance to interact with these materials over time, they progress from simple, one-dimensional designs to more complex, three-dimensional structures.

At first, young children experiment with flat arrangements and patterns, which helps them develop an understanding of shapes and sorting as they build their hand-eye coordination.

Later, they begin to layer materials, which adds depth and complexity to their creations and helps them build skills such as balance, symmetry, and spatial reasoning.

Eventually, children move into fully three-dimensional play, constructing volume and stability as they design more intricate structures. This progression boosts problem-solving and creativity and also strengthens cognitive and motor development, helping children better understand how objects relate in space.

It’s a journey of growth that requires time and patience, but yields incredible results!

 

When early childhood educators have the opportunity to engage in loose-parts play, they gain valuable insights into the different ways that objects can be combined and the materials or methods that may lead to deeper engagement.

This “adult playtime” also allows teachers to experience the possibilities and limitations of different materials firsthand and helps them anticipate how children might interact with them, what sparks curiosity, what might cause frustration, and how to guide children through the challenges that they may encounter during loose-parts play.

As educators develop this firsthand knowledge of the joys and challenges of loose-parts play, they will become better equipped to offer guidance, encourage deeper exploration, and help children build a broad range of skills, from problem-solving to social-emotional growth.

The learning potential of loose-parts play lies in its open-ended nature. Children (and adults, as we discovered in our NAEYC breakout session) are limited only by their imaginations—and often use loose parts in unexpected and wildly creative ways!

By observing children as they interact with loose parts, educators can see which materials hold children’s attention for longer periods of time. This insight enables educators to make adjustments, add new materials, or tweak what they have to fuel innovation and creativity.

Some materials might need to be resized or presented differently to spark interest or better serve children with different developmental needs. 

Ultimately, when educators are given time to explore loose-parts play, they gain a deeper understanding of how to enhance the learning experience. By reflecting on their own experiences with the materials, educators can fine-tune the loose-parts process to better support children’s growth, creativity, and problem-solving.

With this knowledge, educators are better equipped to create a learning environment that fosters exploration, creativity, and collaboration. When educators fully understand the dynamics of loose-parts play, they can guide children more effectively and offer a richer, more meaningful play experience.

If you’d like to sit down and innovate with your early learners, we have an Early Science Matters lesson plan just for you! Check out Building a Strong House With Loose Parts and join them in a loose-parts learning adventure!