In early childhood outdoor classrooms loose parts are a popular tool for engaging children. Loose parts are objects children play with and manipulate, such as sticks and rocks found on the ground. The theory of loose parts, described as a method to promote creativity and healthy development in children through self-guided play, was first coined in the early 1970s. However, although the theory has grown in use, no distinct definition of loose parts exists for researchers and practitioners. The authors addressed this gap in the literature through a scoping review with an overarching goal to increase practitioners' application of the loose parts theory. The purpose of this research was to list commonly used loose parts, determine common descriptors of loose parts, and ultimately create a cohesive definition of loose parts for outdoor classroom use.
A scoping review was conducted and multiple articles were analyzed to create a loose parts definition. Four online databases were searched using the key phrases: loose parts, early childhood, and outdoor classrooms. Peer reviewed studies published from January 2008 through January 2018 were examined. Location was restricted to the United States in formal education outdoor settings, and participants were limited to children birth to eight years old. The initial search yielded 2,423 articles that were then narrowed down through a series of steps that removed duplicates, assessed titles and abstracts for best fit, and evaluated full articles. The search process returned 15 peer-reviewed articles that met the criteria and were reviewed in this study. Each article was summarized, and loose parts definitions, examples, and descriptive words were extracted from each and analyzed for common themes.
Results included examples of loose parts that were listed as natural, such as acorns and trees; or manufactured, such as blocks and plastic shovels. Common descriptive words of the loose parts included materials, open-ended, manipulative, and natural. The inclusion of manufactured materials enforced a broad definition of loose parts. It showed they can be any object that stimulates dramatic play. Many studies indicated children's preference for natural materials, although previous researched showed manufactured loose parts are better than none for play.
Some examples of loose parts were surprising to the authors, such as trees. They concluded that these fixed items are part of the environment and do create an action possibility for children. Thus, they afford opportunities for creative play, similar to traditional loose parts. The variety and complexity of descriptive words was also noted, which pointed to the diversity of objects that can be used as loose parts in outdoor play. Open-ended was a common descriptor, although it was absent from the original definition in the 1970s. The authors hypothesized that open-ended may not be a limiting factor in the loose parts definition, meaning loose parts need not only be abstract objects like a stick or a rock. Instead, many materials, such as a brick wall or a plastic playset, may be more open-ended and promote more dramatic play more than previously thought.
The authors ultimately developed a definition of loose parts that focused on what they are, how children use them, and why they are important. It is a broad definition that expands the possibilities of the loose parts theory. Their definition described loose parts as manufactured and natural materials that offer limitless possibilities for experimentation, manipulation, and creativity. It noted that the process of play is more important than the end product. Children can use loose parts to explore complex themes outdoors, and adults are important for guiding these interactions to prompt meaningful experiences. Lastly, the authors characterized loose parts play as something that grows children's creativity, imagination, and collaborative skills. The definition is expanded for more audiences, replacing children and adults with participants and facilitators.
Limitations of this article include the search terms used in the scoping review. More search terms could have delivered more database results. Other inclusion criteria, such as location, timeframe, and participant age range, could have limited results as well.
The authors recommend exploring how to best share this definition of loose parts to practitioners. This broad definition can encourage more educators to embrace the loose parts theory, particularly with materials already available to them they had considered inapplicable to this type of play. They also recommend considering how this definition applies to broader audiences, including indoor settings and older age ranges, and adjusting it as needed.
The Bottom Line
The theory of “loose parts” provides an important component to outdoor classrooms and children's healthy development. Loose parts are objects children play with and manipulate, like a stick or a rock. This study reviewed the literature on this topic to create a cohesive definition of loose parts. The results showed that loose parts are not limited to natural materials, or even movable materials, but the key to defining a loose part is its potential for manipulation and creative play for children. They can be natural outdoor objects, but also plastic playsets or a brick wall. By creating a shared definition of loose parts with a larger potential application, the theory of loose parts may be applicable to more outdoor classrooms, and more children can benefit from this type of play.