BEST PRACTICE
A loose approach
Ruth Richardson, early years development officer at the Alliance, shares ideas for using open-ended, loose parts in your provision.
Ruth delivers and develops the Alliance’s training and networking offer as part of our Business Development team.
Around 10 years ago, in a previous early years role, I worked with a setting that transitioned to open-ended resources and loose parts approach. The transition was slow initially but picked up pace as plastic toys and bright display boards were phased out and replaced with neutral colours, lighting, and natural resources.
The manager had undertaken careful research and I was amazed to see the stunning transformation incorporating interesting resources, waiting to be explored and investigated by the children. My sense of awe and wonder, as an adult, was apparent. I wanted to investigate and explore the resources and get involved with the array of wonderful things I could see. I could only imagine this must be the same for the children.
I began to do my own research and found lots of exciting resources and opportunities for child-led exploration that I had not previously considered. Of course, I also wanted to know the thinking and the theory behind this approach and discovered Simon Nicolson, an architect, who championed using everyday objects rather than toys with a predetermined purpose. He said: “In any environment, both the degree of inventiveness and creativity and the possibility of discovery, are directly proportional to the number and kind of variables in it.”
Making links in learning is an important part of children’s development and helps them to cement their knowledge building what they already know. They may already know part of the information – just as I did, but further information connects the two together. There are many benefits to open-ended resources. As the outcome is not predetermined, children can explore and discover without limits or be bound by age-appropriate toys or by ability gender, or stereotype. Children can use the resources exactly how they choose. A slice of wood can be a plate, a table, a flying saucer, a biscuit, or anything they want it to be!
Some of my favourite loose parts include natural resources such as:
- log slices
- pebbles
- sea shells
- sticks
- leaves
- twigs
- glass beads
- buttons
- different sized boxes or tins
- drain pipes/guttering to cascade water down
- ramps to use with balls or anything else that will roll
I also love curious objects such as typewriters, overhead projectors to explore light and shade, old-fashioned telephones or weighing scales with a range of different sized weights. Other ideas include metal tea pots, jugs, scoops, conkers, keys, bangles, ribbon, fabric, pegs, baskets and everyday kitchen objects. Remember to check that the resources are safe to use for children. Be aware of any sharp edges and/or choking hazards.
Embedding the EYFS
Loose parts support all areas of learning and embed the characteristics of effective learning as well as promoting essential skills such as problem-solving, creativity, curiosity and observation skills.
Communication and language – sharing new language and vocabulary, collaborating with peers, storytelling, open-ended questioning, and language for thinking
Personal, social, and emotional development – making decisions and choices, following own interests, working together, achieving, and sharing
Physical – pushing, pulling, carrying, lifting, and fine motor skills e.g. pincer grasp, poking and prodding
Understanding the world – cause and effect, testing out ideas, learning through senses
Mathematics – counting, sorting, patterns, shape, and measure.
Literacy - using loose parts to make up and tell stories, mark-making with sticks and stones.
Expressive arts and design – exploring different materials, dressing up, making music, movement with scarves, and fabrics