Synopsis

The article by Jenny L. Gibson, Megan Cornell, and Tom Gill (published in School Mental Health in 2017) is a systematic review examining the quantitative evidence on how loose parts play affects children’s cognitive, social, and emotional development. Loose parts play refers to unstructured play using variable, open-ended materials (such as sticks, boxes, tires, or fabric) that children can manipulate, combine, and transform freely, in contrast to fixed or structured toys. The review aimed to assess the scope and quality of existing research, identifying a limited but emerging body of quantitative studies on these outcomes. After screening, the authors included a small number of relevant empirical studies, noting that much of the existing literature on loose parts play was qualitative, anecdotal, or theoretical rather than rigorously experimental or quasi-experimental.

Key findings indicated positive associations between loose parts play and aspects of cognitive development (including elements related to executive function such as problem-solving, creativity, and flexible thinking), as well as social and emotional benefits like improved cooperation, self-regulation, and emotional expression. However, the evidence base was described as weak overall due to small sample sizes, methodological limitations, lack of controlled designs, and inconsistent outcome measures across studies. The authors concluded that while loose parts play shows promise as a developmentally supportive activity—particularly in educational and therapeutic settings—higher-quality research is needed to establish causal impacts and stronger effect sizes. They emphasized its potential value in promoting holistic child development but cautioned against overgeneralizing from the current limited evidence.

Research into the Impact of Loose Parts Play

Here’s a PDF of the review:

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