In the last decade, there has been a growing popularity in adding loose parts in early childhood classrooms. Architect and artist Simon Nicholson (1971) initially coined the term “loose parts”. Nicholson believed that the environment plays a crucial role in fostering young children’s creativity, growth, and development. He proposed the concept of loose parts as a strategy for providing open-ended materials that children can freely manipulate and combine to create their own play experiences. The theory of loose parts aligns with the principles of child-centresd and play-based learning. It emphasizes the importance of providing children with opportunities for exploration, creativity, and problem-solving. The loose parts theory highlights the value of supporting children’s autonomy and agency in shaping their play experiences. It promotes the idea of the environment as a powerful tool for fostering their development.
Nicholson defined loose parts as materials that can be moved, carried, redesigned, lined up, taken apart, and put back together in multiple ways. There are many types of loose parts such as manufactured or recycled materials. Examples include cardboard, metal, and plastic. Another type of loose part is objects from the natural world such as sticks. As illustrated above, loose parts can live anywhere in a traditional classroom. Loose parts can, additionally, have a dedicated space in the classroom, which is often called the makerspace.
Creating A Nature’s Makerspace For Creativity
An easy and inexpensive way to design a dedicated makerspace with loose parts is to create a Nature’s Makerspace. After you have decided where the Makerspace is located in the classroom, add storage shelves and/or containers along with work surface(s) to allow ample space for children’s creations. Then, begin co-creating with the children with these easy-to-do steps:
- Go on a nature walk with children to collect local, natural materials.
- Ask children to find and collect natural materials in their local neighbourhood.
- Invite parents to contribute additional natural materials to the classroom.
- Encourage children to sort, categorize, and store the natural materials in cardboard boxes or containers.
- Co-curate (child and teacher) the shelves with found nature’s gifts.
