Loose Parts Toolkit - Play Australia
Resources for playing – providingloose parts to support children’s playA toolkit
ContentsAbout this toolkit31. Loose partsWhat are loose parts?The benefits of loose partsPlay themes and loose parts play69102. Practical guidance – getting startedGetting startedAuditing current provisionLoose partsGathering plentiful loose partsStorageChecking loose parts before and during each play sessionTaster play sessionsResponding to frequently asked questions15161820212426283. Facilitating loose parts playThe role of adultsSetting up loose parts play routinesIntroducing and embedding loose parts playKeeping the momentum goingSemi-permanent play structuresRisk-benefit assessment for loose parts playDeveloping a play statement or policyReferences31343637394043444. Appendices1: The Playwork Principles2: Sample parent letter/leaflet3: Sample poster for staff room4: Example action plan for intrducing loose parts play5: Tried and tested loose parts6: Play statement example7: Loose parts play and Welsh Inspectorate FrameworksAcknowledgements4748495054555658This publication is based on Loose Parts Play A toolkit, co-authored by Theresa Casey andJuliet Robertson. Originally produced by Inspiring Scotland, in collaboration with Scotland’s PlayStrategy Group and funded by the Scottish Government. It has been adapted, with their kindpermission, to reflect the Welsh context and legislative background.2 Resources for playing – providing loose parts to support children’s play
About this toolkitWhat do we hope to achieve through thistoolkit?Special note for schools and early yearsand childcare settingsOur aim is that more children will have accessto resources for loose parts play and that adultsin the play, early years and education sectorswill feel more comfortable and confident aboutproviding loose parts play within their settings.Loose parts are about real world learning for allchildren and young people. The process bothof introducing them and of playing with theminvolves collaboration, sharing, thinking, problemsolving and decision-making where the outcomeis evident – better play experiences. The impactof facilitating quality loose parts play is improvedhealth and wellbeing and so a positive cycle is putin place.Toolkit aims To raise awareness of the value of loose partsto children’s play To provide practical guidance about looseparts play to those who work with children andyoung people of all ages To advocate the use of loose parts as anapproach to developing play opportunities athome, school and in the community.Who is the toolkit for?Appendix 7 provides information about howembedding loose parts play can be a core part ofa school or setting’s approach to Estyn’s CommonInspection Framework, showing how access toloose parts play links to many of its aspects. Italso dovetails with the Care and Social ServicesInspectorate Wales (CSSIW) Inspection guide forchild minding, daycare and open access play.The toolkit will be useful for people working withchildren and young people across all age ranges,in many types of settings including schools,health, early years and childcare settings, andfor the many organisations that seek to engagechildren and families. This may include thosewho design or manage public spaces and visitorattractions, the creative sector, event organisersand businesses which provide services to families.Throughout this toolkit we have included examplesand quotes from settings which are using looseparts as part of their provision for play. Thesecome from a range of settings including earlyyears and childcare, schools and communitybased projects. As the underlying approachremains the same, examples provided can easilybe applied to different contexts, environments andage ranges and to be inclusive of children withadditional need of support.Resources for playing – providing loose parts to support children’s play 3
‘Most schools create attractive learningenvironments and have enough suitable learningresources. In the best cases, they plan outdoorspace imaginatively to provide pupils with a widerange of physical and creative opportunities andchallenges. Where schools need to improve thephysical learning environment, this mostly relatesto improving the access or the provision foroutdoor learning in the Foundation Phase.’The Annual Report of Her Majesty’s ChiefInspector of Education and Training in Wales2015-2016The toolkit also responds to Welsh Governmentstatutory duties on local authorities to assess andsecure sufficient play opportunities for childrenin their area. The Play Sufficiency Duty comesas part of the Welsh Government’s anti-povertyagenda which recognises that children can have apoverty of experience, opportunity and aspiration,and that this kind of poverty can affect childrenfrom all social, cultural and economic backgroundsacross Wales.As part of their Play Sufficiency Assessments,local authorities must assess to what extentschools provide children with an interesting playenvironment for breaks during the school day.Section 11 of the Children and Families (Wales)Measure 2010 places a duty on local authorities toassess and secure sufficient play opportunities forchildren in their area.Schools provide an important opportunity forchildren to play during the school dayand for periods before and after classes. TheWelsh Government recommends that localauthorities advise schools to provide high qualityplay space and sufficient time for children to playduring the school day and give full considerationto opening this provision during out of teachinghours.4 Resources for playing – providing loose parts to support children’s play
1. Loose partsWhat are loose parts? 6The benefits of loose parts9Play themes and loose parts play 10
What are loose parts?Loose parts create richer environments forchildren to play, giving them the resources theyneed to extend their play. Loose parts aren’tprescriptive and offer limitless possibilities. A stick,for example, may become a fishing rod near realor imaginary water, a spoon in a mud kitchen, atool to nudge a football that is stuck in a tree; itcan be thrown, floated, snapped, pinged, bent,hidden, added to a pile, burnt, tied to somethingelse, split, catapulted or discarded.Static, unchanging play spaces do little forchildren whereas environments which can bemanipulated, where things move and can bemoved open worlds of possibility. At a beach, forexample, there is an abundance of water, sand,stones, rocks, smells, sights, vistas and textureswhich enable children to be highly inventive andcreative in their play. Natural environments suchas mature woodland or beaches often providesignificantly more loose parts with higher levels ofpossibilities than many artificial play spaces suchas an asphalt school playground or an urban park.Children who play outdoors or in large indoorspaces with others do not need many toys. Byproviding perhaps just a few well-chosen toysbut numerous loose parts we can enrich the playspace and facilitate play.‘As the bikes and scooters have worn wehaven’t replaced them as we feel the childrenget more physical enjoyment and experienceswith the loose parts than with any otherequipment or resource I have seen in my 15years.’Sam Maitland-Price, Nursery ManagerThe list of possible loose parts is endless but caninclude: natural resources – such as straw, mud andpine cones building materials and tools – planks, nails,hammers scrap materials – old tyres, off-cuts of guttering bark which can be both safe playgroundsurfacing and a loose part and, most essentially, random found objects.Children need environments they can manipulateand where they can invent, construct, evaluateand modify their own constructions and ideasthrough play.Children require opportunities to developownership of the environment where theyplay. The introduction of loose parts, such asscrap materials, sand and water increases thepossibilities for children to engage in these typesof behaviours even in ‘artificial’ environments,outside or in.Abundant loose parts for children to play withare central to the adventure playground ethosgoing back to the famous ‘junk playgrounds’(skrammellegeplad or byggelegeplad)first created by landscape architect C. Th.Sørenson in Emdrup, Denmark in 1943.Inspired by Scandinavian examples, a networkof adventure playgrounds began to grow inthe UK in the late 1950s and 60s with LadyAllen of Hurtwood credited for the critical roleshe played as well as her insistence on playopportunities for disabled children.(IPA, 2011)6 Resources for playing – providing loose parts to support children’s play
‘Since we have had the play shed there hasbeen less arguing. The playshed has broughtus closer than before. The playshed has madeus happier in school. The playshed has madeplaytimes really fun.’Child, Ysgol LlanfynyddIn the post war years, children were often to befound in derelict and brown field sites where thejunk provided endless play opportunities. Fromsuch roots, adventure playgrounds developed inthe mid-twentieth century. More recently, initiativessuch as the Scrapstore Playpod in Bristol, havedemonstrated the play value of scrap material inschool playground environments and provideda catalyst for the expansion of loose parts intoschools at playtimes.Early childhood theorists and pioneers overseveral centuries have been staunch advocatesof the benefits of young children playing outside,accessing mud, sand, water and spendingfrequent time in nature. There is a long-standingtradition of using household items for play, usingtools for gardening and woodworking, and having‘tinkering’ tables where children can experiment.For the very youngest children, heuristic andexperiential play offers treasure baskets of simpleobjects such as wooden spools and cotton reelsfor babies to explore with their hands and mouths.Children learn best when they can play freely.They need to be able to use real resources in theirplay, as well as toys. Many education approachessuch as Steiner Waldorf or Montessori advocatethe need for real experiences to acquire life skills.Playing with a variety of loose parts assists withthese approaches.The introduction of loose parts should be partof a wider approach to developing opportunitiesfor play within school and the community asadvocated by the Welsh Government in itsstatutory guidance to local authorities regardingplay sufficiency duties.It is most effective within a collaborative, inclusiveand rights-based approach that fully involveschildren and young people at every step. Whenadults enable processes which allow children’sthoughts, feeling and opinions to be listened to,acted upon and included, it is empowering for allinvolved.Play is ‘essential to the health and well-beingof children and promotes the development ofcreativity, imagination, self-confidence, selfefficacy, as well as physical, social, cognitive andemotional strength and skills’ (Committee on theRights of the Child, 2013).Resources for playing – providing loose parts to support children’s play 7
Nicholson’s Theory of Loose PartsAffordance theoryThe term ‘loose parts’ came into use in 1971, afteran architect, Simon Nicholson, published a papercalled ‘The Theory of Loose Parts’.When children play in a space or with an objectthey experience it in a unique way. Rather thanits intended purpose, they may view it in terms ofits ‘affordances’. American psychologist James J.Gibson (1979) suggested that environments andobjects within them have values and meaningsthat are unique to the person perceiving them.The ‘affordances’ of an object or space are allthe things it has the potential to do or be. Forexample, a brick wall may be built to make a clearboundary between a pavement and a garden butfor many children, it would offer a place to sit, walkalong, balance, hide behind and jump off.Nicolson described loose parts as ‘variables’and provided examples such as: materials andshapes; smells and other physical phenomena,such as electricity, magnetism and gravity; mediasuch as gases and fluids; sounds, music, motion;chemical interactions, cooking and fire; and otherhumans, and animals, plants, words, conceptsand ideas. With all these things all children loveto play, experiment, discover and invent and havefun.‘Every child should have access to a play shed.’Midday supervisor, Ysgol Llanfynydd(Playful Futures School project)‘In any environment, both the degree ofinventiveness and creativity, and the possibilityof discovery, are directly proportional to thenumber and kind of variables in it.’Watch loose parts play in actionScrapstore Playpod http://bit.ly/ScrapstorePlaypodImagination Playground in a Boxhttp://bit.ly/PlaygroundinaBoxNatural Play in Schools(Learning through Community playwork sessions(RAY Ceredigion):http://bit.ly/RAYCeredigionFrom Australia, Play for Life POD in Actionhttp://bit.ly/PlayForLifePOD8 Resources for playing – providing loose parts to support children’s play
The benefits of loose parts play‘When children interact with loose parts, theyenter a world of “what if” that promotes the typeof thinking that leads to problem solving andtheoretical reasoning. Loose parts enhancechildren’s ability to think imaginatively and seesolutions, and they bring a sense of adventureand excitement to children’s play.’(Daly and Beloglovsky, 2015)‘Cheap items like crates and bucketsencourage children to be more active andcreative than expensive play equipment,researchers have found. The findings arethe result of a long-term study into the playdifferences of primary school children withaccess to different playgrounds. Introducingsimple, everyday objects during recess andlunchtime can cut sedentary behaviour byhalf, improve creativity and boost social andproblem-solving skills.’(Science Daily, 2016)There is a growing body of evidence (Hyndman,Benson, Ullah and Telford, 2014) of the benefits ofplaying with loose parts including: Increasing levels of creative and imaginativeplay Children play co-operatively and socialisemore Children are physically more active Curriculum outcomes occur through informalplay with loose parts (Wagland, 2015) Loose parts facilitate communication andnegotiation skills when added to an outdoorspace (Maxwell, Mitchell and Evans, 2008).The development of nature play opportunities andnaturalised play spaces provides evidence aboutthe benefits of playing with naturally occurringloose parts. This includes: Improvements in young children’s physicalcoordination (Fjørtoft and Sageie, 2000) Children feeling better able to focus and itenhances cognitive abilities (Wells, 2000) Time in nature aids psychological wellbeing inchildren (Wells and Evans, 2003) Children are more likely to visit green spaceas adults (Ward Thompson, Aspinall andMontarzino, 2008) Children and young people are more likely todevelop pro-environmental behaviours andattitudes as adults (Chawla and Cushing,2007)Bristol Scrapstore (www.playpods.co.uk) describessuccinctly the benefits seen in the introduction ofloose parts in school playgrounds, which enabledchildren to ‘be really creative in their play, simplybecause they are non-prescriptive and encouragea range of different play types. It enhances thephysical and human environment within schools,creating stimulating and interactive spaces wherechildren can learn through play.’‘Most schools reported a fall in unwantedbehaviours to a level below that it had beenbefore the Pod.’(Armitage, 2009)Resources for playing – providing loose parts to support children’s play 9
Play themes and loose parts playThe concept of loose parts and their possibilitiescan be interwoven with studies about how childrenplay outside, particularly in natural environments.There appears to be patterns to children’s playwhich emerge almost regardless of climate,culture, class, gender, developmental level or age.They link to how humans grow and their need foridentity, attachment and a sense of connectednessto place, as well as people. In our rapidlychanging world, we need to ensure children haveopportunities to develop this sense of belongingand being with, rather than apart, from nature.White (2014) considered the work of Appleton(1975), Sobel (2008) and Pelo (2013). Noticingsimilarities in their ideas, from different decadesand from work with children and young people ofvarious ages, she proposed that the themes couldbe merged to provide a framework of reference.This framework can help adults to understand howchildren play, to develop children’s attachmentto nature and place and to provide engagingenvironments for playing with loose parts.Play themeLoose parts play provisionAdventure Seeking out the unknown, stretching limits ofpossibility, taking calculated risks, anticipation,discovery and invention.Exploration away from adult eyes (orperception of this) Establishing a culture where risk taking issupported Developing play provision that is child led Providing time to listen and hear children’sexperiences, should they wish to shareBecoming at home Resources for building densCreating space, shelter, security, hiding andsecret places, refuge and territorial boundaries. Props for developing the play within a den orsecret place Scrap cardboard and writing materials forcreating signs Nooks, crannies, trees and bushes orundergrowth to hide in or be alone Large cardboard boxes and pieces ofmaterial both see-through and dark10 Resources for playing – providing loose parts to support children’s play
Prospect Being high up – top of a hillSearching out high places, views and look outs,surveying the landscape and mapping areas. Climbing trees, boulders and other objects Balancing on features Play on different levels Spyholes, gaps and see-through spaces,including windows and doorwaysPathways and journeying The need for exploration, mapping out an areain many ways, finding short cuts and secretroutes, tunnels, knowing the local area, makingone’s mark in the landscape.Map making and using opportunities – bothreal and through digital devices Trail making with natural resources andprops such as ropes or chalk Freedom to explore and get to know a localareaHunter-gatherer pursuits Time to invent and play gamesSearching, finding and collecting, stashing andhoarding, treasure hunts, traditional games likehide ‘n’ seek, foraging, bushcraft skills, fire, tooluse. Collecting and using natural materials Containers such as pockets, bags, basketsand buckets Using real tools to create, make and takeapart different objects Experiencing fire Bushcraft type activities: whittling, fishingand foraging Ensuring time and space to discover wildlifeon children’s terms Creating places to hide and watch wildlife,creating habitat piles, bird feeding stationsand nesting boxes Simple props for dressing up and beinganimalsAnthropomorphismProjecting self onto other living things, feelingsfor, and empathy with, plants and animals ofall kinds, developing personal connections towildlife through direct experience and fantasy,the significance of names.Resources for playing – providing loose parts to support children’s play 11
Imaginative narrativesMaking sense of the world through fantasyplay, small world play and creating stories andaccounts of experiences that connect anddeepen friendships and relationships betweeneach other and the places they play, creatingmemories and reaffirming order and meaning.Making ritualsDeliberate, ceremonial, meaningful actions oftenwith metaphysical or transformational intent,invented by and participated in by individuals orgroups; honouring or celebrating events, places,features through art, music, dance and role play;giving and receiving gifts. Constructing and deconstructing miniatureworlds outside or in Dressing up inside and out with openended props such as quick dry materialsand simple, open accessories, marking orpainting face and body Making and creating fantasy characters Listening to the stories children tell andrecording them where appropriate Ensuring ample undisturbed time for play tospark and emerge Attending to, honouring and supporting thedevelopment of the simple but significantrituals of children Providing space, time, freedom and spacefor children to dance, make music andexplore art inside and out Celebrating play Re-visiting places regularly and frequentlysuch as local greenspace12 Resources for playing – providing loose parts to support children’s play
Title‘I feel like I grew up on junk modelling; it wasthe go-to activity for just about every club I everattended in my early years and primary schooldays.From Sunday school to summer club, everywhereI went had a huge box full of junk and every parentthat dropped their kids off would be weighed downwith even more donations. Cardboard tubes, oldbobbins, lengths of material, cardboard boxes,bags of dried leaves and a vast array of whatlooked like scraps of waste.Junk modelling was ace; everyone seemedto enjoy it. We used copious amounts of glueand tape to fashion monsters big and ugly. Wemade vehicles, rockets and space stations. Wehad adventures in outer space, were cops androbbers, or mechanics carefully repairing cars. Wemade houses with rooms and furniture, craftingdomestic ideals, often to be played with in someform of pretend play, but equally often forgottenthe moment we felt they were complete. We madeswords and guns and fought valiantly to the deathin service of our king and country, or our damselsin distress.Child developmentJunk is cheap. The stuff to fix it together isinexpensive, and we know even more now thanwhat my child carers knew then. Non-directivetoys, materials, props, equipment and so on leavespace for the child to exercise their creativity andinventiveness.Combining dissimilar materials, for example toiletrolls and a shoe box to make a robot is problemsolving. More to the point, it is divergent problemsolving, which is a higher-level thinking skill.Non-directive playSettings that provide junk and loose parts providevariability, flexibility and adaptability. Whenchildren can engage with environments andresources like this in their play they can expresstheir creativity, innovation and cognitive ability.Children can create and solve problems, andas a result generate feelings of motivation andreward. This in turn supports them to developself-confidence, self-concept and identity. Withthese materials they practice complex skills fromfine and gross locomotor skills to higher executivefunctioning; skills such as sequencing, hypothesistesting, analysis and evaluation.The immersion and ownership of their play isincreased and therefore children are more likelyto try to resolve problems for themselves. This willhelp develop intra-psychic capability (self-reliance)and support the development of a growth mind set(a belief in one’s self as a learner and thinker).Flexible behaviourJunk modelling, loose parts play or experientialplay all work on the principle that non-directivematerials support a greater degree of flexiblebehaviour and as such support innovation andcreativity.Parents want the best for their children butsometimes they haven’t been privileged enoughto know this sort of information. So, let them knowand they are sure to be very happy about this sortof play next time their Easter craft comes homewith a monster head, a sword and is driving an allterrain vehicle!’Adapted from a blog by Ben Tawil which firstappeared on: www.pacey.org.ukWe also understand now that play is aboutprocess much more than it is about product. Theadaptability of junk, and the fact it can be usedfor different purposes and in different ways, helpssupport infinite process opportunities. The nondirective nature of junk means what is needed tomake a robot one day, may be the exact samething used to make a space station the next.Resources for playing – providing loose parts to support children’s play 13
Title2. Practical guidance – getting startedGetting started 15Auditing current provision 16Loose parts 18Gathering plentiful loose parts 20Storage 21Checking loose parts before and during each session24Responding to frequently asked questions28 New Model Army PhotographyTaster sessions 26
Getting startedConsider the use of loose parts within the overall approach to play.Work out the approach to evaluation right from the start – it’s greatto have evidence showing the difference between ‘before and after’the introduction of loose parts.Involve and educate staff, parents and carers about the use andbenefits of loose parts.Online film clips, smallstudy visits and presentations are all very usefulAccessing training to equip adults with knowledge, skills and confidence is likely to be a worthwhile investment.Put procedures in place for the management and use of looseparts.You will review these astime goes onEnsure that loose parts play is facilitated in line with the PlayworkPrinciples.See Appendix 1Work on risk-benefit assessments of loose parts play.(See Section 3: Facilitatingloose parts play)Bear in mind these arelikely to be adjusted asstaff and the children gainexperienceTry out some taster sessions ideally with support from a playworkeror play organisation.Develop an ongoing action plan.Ensure children are fullyinvolved at every stepWork out where and how loose parts will be stored.Gather an initial supply of loose parts and decide how they will bereplenished.Plan, do, review.Bear in mind that things can take longer than expected! Taking the time needed to workthrough matters which arise will embed loose parts play even more firmly in the setting’sway of working.Resources for playing – providing loose parts to support children’s play 15
Auditing current provisionChildren and adults can work collaboratively toundertake many different audit activities. Withina school, a class may volunteer to undertakethis aspect of work and report back to the rest ofthe school. Alternatively, a range of classes mayeach take one aspect of the audit to ensure awhole school approach that is integrated into thecurriculum. Don’t forget to re-visit each activityonce loose parts play is embedded so that youcan effectively gauge the impact and celebrate theefforts of everyone involved in making it happen.Information about the environment and playfeatures/affordances, routines and rules, the rolesand perceptions of children and adults in relationto play and the resources currently available forplay, would all be useful to collect and understand. Check out the playground rules, policiesand procedures – are there any that areunnecessary, contradictory or missing? Thinkabout what they reveal about how play isperceived and valued. Be brave! Find out what the children reallythink about how adults are supporting orhindering play through their actions.‘Our PlayPod is a huge success and hasenormously increased the children’s playopportunities. It has improved the quality of thechildren’s play, with significantly fewer disputes;and imaginative, adventurous play across allages is observed.’Head Teacher, Vale of GlamorganHow can this information be captured? Photos or videos are powerful and good forcomparative purposes. Draw a site map, make plenty of photocopiesthen ask everyone to mark them up from theirpoint of view with points such as: favouriteplace to play? Trouble spots? Who does whatwhere? Most under-used space? Take time-lapse pictures (or simple snapshotsat regular intervals) of the same area over thecourse of a day to see what really happensthere. Make an inventory of existing play resourcesand features – visual methods (photos,sketches), lists and wall charts are good. Create a run chart for monitoring first aid,absences or other data that is routinelycollected to see if the introduction of looseparts impacts on these statistics. This is auseful data handling challenge for children.Playworkers and play organisations acrossWales are forging better relationships with localschools by supporting the non-curriculum partof the school day through the provision of looseparts projects. Play organisations are supportingschools to undertake playground audits of theexisting play space. Many provide training forlunchtime supervisors that support them to betterunderstand a wide range of play opportunities.They provide information and advice specific tosupporting play at play and lunch times.The playworkers source appropriate clean andsafe scrap, such as nets, cardboard and tubes,that is suitable for children’s play and is collectedfrom businesses and manufacturers. Many of theplayworkers help the school to identify and providea purpose built structure suitable for playgroundsto store the scrap and other play equipment. Theplaytime staff and midday supervisors overseethe opening of the structure and support childrento access the resources and return them whenplaytime finishes.16 Resources for playing – providing loose parts to support children’s play
TitleimageWelsh play organisations report that schoolshave identified a range of benefits to transformingplaytime, such as: Happier children Significantly fewer incidents and accidents Children returning to class ready to learn Empowered lunchtime staff Positive parental responses More children playing more often during playtime than they did when only a limited amountof traditional playground equipment wasavailable (for example balls and ropes)Further reading and templatesPlay Wales: Play space audit ckell, A., Butler, N., Doyle, P. and Ball, D.(2008) Design for Play: A guide to creatingsuccessful play spaces. London: Play England.www.playengland.org.ukJust Playing is designed to help develop playopportunities within school grounds and localareas, whether you’re just starting out orlooking for further inspiration.http://justplaying.orgLocal authorities’ play services across Wales:www.playwales.org.uk/eng/playassociationsR
This publication is based on Loose Parts Play A toolkit, co-authored by Theresa Casey and . Facilitating loose parts play The role of adults Setting up loose parts play routines . References 44 4. Appendices 1: The Playwork Principles 2: Sample parent letter/leaflet 3: Sample poster for staff room 4: Example action plan for intrducing loose .
Play is learning. Remember that imaginative play or pretend play is thinking play. Pretend play is thinking play because children need to think of what to play, use an object or objects as play props (using the object as a symbol in play is higher level thinking), incorporate a character in the play (like a teddy or doll),
Play types: Play types can be described as the different behaviours we can see when children are playing and there have been numerous attempts to categorise different types of play. Play theorist Bob Hughes describes each play type (social play, rough and tumble play, deep play, role play etc.) as 'both distinctly and
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the clause would be a complete sentence. A work containing many loose sentences often seems informal, relaxed, or conversational. Generally, loose sentences create loose style. The opposite of a loose sentence is the . periodic sentence. Example: I arrived at the San Diego airport after a long, bumpy ride and multiple delays.
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