Revised | Originally Published: July 4, 2021 @ 1:42 pm

Making loose parts less loose limits learning.

In his original October 1971 article outlining the Theory of Loose Parts, Simon Nicholson explains that loose parts are variables in an environment that spark inventiveness, creativity, and discovery. These environmental variables- from pretty shells to loose bricks to seagulls- serve as springboards for explorations, props for play, and tools for discovery. They help children unspool their internal play narratives. A simple cardboard box is a race car, a spaceship, a chance to experience Dark, an opportunity to be alone, a castle, a home for monsters, something to transform with scissors and markers, and more. Loose parts are so engaging because their potential is so wide open and unlimited.

Until we adults start limiting that potential–making loose parts less loose.

Over years of observing play, I’ve noticed that, at times, well-meaning adults often take steps that break loose parts play. Sometimes, it is inadvertent; sometimes, it is done for ‘safety’; sometimes, it is done to meet an outcome or learning goal. In all cases, it takes control and power away from kids–limiting their play, creativity, and learning.

Let’s take a look at 3 simple ways to avoid making loose parts less loose:

Limit Expectations

When adults try to guide, predict, organize, and limit how kids use loose parts, we are making loose parts less loose. For example, placing ramps and balls next to each other in the play space, planning, hoping, and expecting kids to roll the balls down the ramps and ‘do some STEM learning‘ limits the potential of those materials.

That expectation primes you to redirect the kids back to the right way of using the materials if they stray off your expected course. The ramps become less loose–they can’t be flipped over and used as balance beams, used to roof a block structure, or used as ninja turtle weapons.

Limiting adult expectations on how kids can use materials frees the kids up to follow their own play narratives.

Encourage Movement

We are making loose parts less loose when we arbitrarily restrict their movement.

Loose parts should be mobile. Let the loose parts roam. The ramps and balls mentioned above have more play potential when kids can move them where they need them. The balls may become oranges, crystal balls, Poke Balls, or dinosaur eggs in the dramatic play area. Outside, they may spark games (“Let’s play kickball!”) and contests (“I bet I can throw the fartherest!”). In the Art area, they may become a way of applying paint. In that big open area, someone may even decide to roll them down those ramps.

In many early learning environments, the blocks must stay in the block area, and the dramatic play props must stay in the dramatic play space. This rule probably makes clean-up easier by limiting the mess, but it also limits play and makes loose parts less loose.

Fret Less

Worry plays a big part in making loose parts less loose.

The potential of loose parts is often limited by adult worry. This results in ramps that can’t be moved because someone might drop one on their toe, and the balls can’t be thrown because someone might get hit in the head. These efforts to ease our adult worry limit children’s play–the loose parts become less loose.

The fretting and worrying also limit learning–including learning how to recover from a sore toe or head bump. One way to fret less is to get in the habit of assessing risk when you worry about something–we’ve put together a form to help with this. It is important to keep kids safe, but attempting to avoid all activities that could result in a scratch, scrape, or bump fails to prepare them for life. It’s also important to remember that kids are generally injury adverse–very few of them want to drop a heavy wooden ramp on their toes.

Making Loose Parts Less Loose Wrap-Up

In the end, limiting your adult expectations as to how materials should be used, allowing loose parts to move around as the kids see fit, and fretting less about what could maybe go wrong empower kids to be the boss of their own play and guide their own learning. Making loose parts less loose is really about trusting kids with agency and autonomy and understanding the power of real play.

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