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Loose Parts
An approach to play and learning that values open-ended materials—objects that children can move, combine, redesign, and use in endless ways according to their imagination.
Loose parts are things like sticks, fabric, stones, buttons, tubes, ropes, lids, tires, or shells—materials that don’t come with instructions. The idea is simple but powerful: when children have access to items that can be transformed and repurposed, their play becomes more creative, collaborative, and self-directed. This concept was first introduced by architect Simon Nicholson in the 1970s, who believed that the richness of an environment—and its potential for invention—came from the variety and flexibility of its parts.
In Reggio Emilia–inspired environments, loose parts are central. Materials are selected for their aesthetic and sensory qualities as well as their potential for symbolic and constructive play. Rather than presenting toys with fixed outcomes, educators offer beautiful, varied, and often natural items that invite children to create, test, imagine, and tell stories. The environment becomes a studio, a laboratory, and a workshop—shaped by the children’s ideas.
Loose parts also support equity and sustainability. Many come from recycled or found sources, making them both accessible and ecologically responsible. More importantly, they shift power: children become the designers, authors, and engineers of their own experience.
Why It Matters
Loose parts empower children to take the lead in their learning. They support physical exploration, problem-solving, collaboration, and symbolic thinking. For educators and families, offering loose parts is a way to say, “I trust you to create your own world.” It’s a small shift with a big message: children are capable, inventive, and full of ideas worth following.
References & Further Reading
- Nicholson, S. (1971). “How Not to Cheat Children: The Theory of Loose Parts” (available at invisiblecollege.net)
- Daly, L., & Beloglovsky, M. Loose Parts: Inspiring Play in Young Children
- Tovey, H. (2017). Bringing the Froebel Approach to Your Early Years Practice – on loose parts and imaginative learning
- Community Playthings: Loose Parts Play Guide
- Diane Kashin: Technology Rich Inquiry-Based Research – Articles on loose parts and early childhood environments
Glossary
Loose Parts – Open-ended materials with no fixed use that children can manipulate, combine, and transform in creative ways.
Open-ended Play – Play that has no predetermined outcome, allowing children to explore freely and direct the experience themselves.
Symbolic Play – A form of play where children use objects, actions, or ideas to represent other things, supporting language and abstract thinking.
Reggio Emilia Approach – An educational philosophy from Italy that emphasizes child-led learning, aesthetic environments, and the expressive “hundred languages” of children.
Self-Directed Learning – A learning process where children take initiative, make choices, and pursue interests with guidance rather than instruction.
Articles and Resources on This Site
Explores how loose parts—natural or found materials—invite open-ended play, creativity, and exploration. Celebrates children's innate capacity to invent, construct, and express meaning through self-directed interaction.
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