It may be beneficial to create, with the input of the children and wider community, a play statement or policy as part of the approach to introducing loose parts play. The statement or policy will help create a shared understanding of play in the setting, and help new staff or prospective parents to understand that children have the right, the time, the place and the space to play on a daily basis, including outside as much as possible.
Following the sourcing of loose parts, and before they are introduced to the learning space, I would allow each class to take a session to explore the materials. You may even consider provoking student thinking by showing them a shortened version of the loose parts video
It would be great to develop some anchor charts with notes made by the teachers and students about the purpose (WHY) loose parts could be added as a place space, then allowing time for students to explore, take a few photographs of children exploring and use this as a visual reminder for each classroom.
At the same time I believe that a set of essential agreements could be constructed by one or two classes together, then sharing these with other classes to add their own thoughts/input. Students could also have some input into the location and storage of the items, but you may already have some ideas on this.
When introducing the loose parts to the outdoor space, I would start small and each week introduce something new, following student interests and the directions they are taking their play and ideas.
A loose parts provocation can consist of large or small objects, reclaimed materials, natural objects or commercially produced parts. It can be set up indoors or outdoors.
There is no agenda, no task to complete, it is a question of standing back and observing how children interact with the range and mix of materials. Children can reflect on their play and communicate the meaning they gave to these open ended resources.
Teachers then carefully observe patterns of schematic play and decide what more materials can be added to engage curiosity, interest and challenges.
‘Loose parts’ theory is about remembering that the best play comes from things that allow children to play in many different ways and on many different levels. Environments that include ‘loose parts’ are infinitely more stimulating and engaging than static ones. The play environment needs to promote and support imaginative play though the provision of ‘loose parts’ in a way that doesn’t direct play and play opportunities, but allows children to develop their own ideas and explore their world.
So in summary, rather than policing play, the role of the educator should be considered to:
• provide an environment that has lots of play possibility
• decide what materials/spaces will be available in an environment where children feel empowered to take control and direct play
• involve children in the development of a minimum set of basic rules of conduct, especially relating to safety and mutual respect
• allow children to lead their play and resisting the temptation to suggest activities or mediate in disputes, and only intervening when absolutely necessary
• observing closely to gain an understanding of what is happening – not just what children are physically doing but what is going on in their minds and relationships as they do it – and what the impact is of this on children
• using this understanding to inform future decisions about resources, materials and spaces
• ensuring that children take responsibility for managing materials including tidying up and storage
Additional resources:
References:
Maxwell, Lorraine E., Mari R. Mitchell, and Gary W. Evans (2008). ‘Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behaviour’
Theresa Casey and Juliet Robinson (2016). ‘Loose Parts Play: A toolkit’
