Synopsis

This systematic review (Cankaya, Martin & Haugen, Journal of Intelligence, 2025) examined 25 quantitative studies on how indoor play with open-ended, non-commercial materials (blocks, natural objects, recycled items, sensory materials, etc.) relates to cognitive development in children aged 0–6. Although only one study explicitly used the term “ loose parts,” the included materials closely match the definition. Most studies reported positive associations between access to these materials and outcomes such as general cognition, language development, problem-solving, creativity, convergent/divergent thinking, and early academic skills (reading and math). Playing with rich, flexible materials appears to support symbolic thinking, spatial reasoning, and flexible problem-solving more effectively than highly scripted toys.

Despite these encouraging patterns, the evidence is mixed: five studies found no significant associations after controlling for covariates (age, SES, nutrition, disability), and seven did not directly test the materials-outcome relationship. The review highlights major gaps—only one true loose-parts study, very few longitudinal or experimental designs, almost no research on executive function or early STEM, and limited attention to cultural/linguistic diversity.

The authors conclude that indoor loose parts play shows clear promise for supporting foundational cognitive skills. The field, however, urgently needs more rigorous, targeted research so educators, parents, and policymakers can confidently design play environments that reliably boost young children’s thinking and learning.

The Relationship Between Children’s Indoor Loose Parts Play and Cognitive Development

Here’s a PDF of the review:

Cankaya, Ozlem, Mackenzie Martin, and Dana Haugen. 2025. “The Relationship Between Children’s Indoor Loose Parts Play and Cognitive Development: A Systematic Review” Journal of Intelligence 13, no. 5: 52. https://doi.org/10.3390/jintelligence13050052

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