Loose parts

Loose parts are increasingly being used and appreciated in early childhood education, but where does the term come from?

In 1972, architect Simon Nicholson wrote about The Theory of Loose Parts. He claimed young children find the world restrictive when they cannot play with things that make them curious: building materials, fluids, fire, animals, plants and even people.

Nicholson wrote:

"In any environment, both the degree of inventiveness, creativity and the possibility of discovery, are directly proportional to the number and kind of variables in it."

Variables are loose parts. They are things that can be shifted around and have different colours, shapes, smells and sounds. Loose parts are processed materials and natural materials.

As an architect, Nicholson believed that all people (including children) should be allowed to influence and rearrange their public environments. Early childhood educators can embrace this theory by providing children with things that can be moved around and tinkered with. Children can have agency over their own learning and their own space.

The educational benefits of loose parts include sensory awareness.

EYLF learning outcomes

Loose parts aligns with the Early Years Learning Framework as it is a material (4.4).

Learning experiences

Make things from loose parts

Children can use loose parts to make buildings, games with rules, puzzles, or storyboards.

Use loose parts for maths play

Sort beads and buttons by size, colour and shape. Practice counting and group them in sets of two, five and ten. Arrange them in patterns and use them as counters for homemade board games.