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Capturing Nature's Beauty through Multiple Lenses

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Capturing Nature's Beauty through Multiple Lenses

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Talks about 3 distinct phases. Sparking curiosity and engagement. Maximizing motivation and learning. Wrapping projects up in meaningful ways.

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Capturing Nature’s Beauty through Multiple Lenses _ NAEYC

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This is a good example of an investigation plan that I can use as a template when making plans for that week.

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This article talks about Authentic learning experiences for the mind and body when you bring outdoor learning to indoor school/centers.

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“There’s a Hole in the Tree!” Kindergartners Learning in an Urban Park _ NAEYC

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This helps you develop a plan that is inspired by children's interests. Helps us come up with ideas to incorporate this into our daily routine.

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The Plan Building on Children's Interests

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This tree investigation pack has ideas of different play opportunities for children to investigate. Has extension ideas for tree learning.

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Has different questions to ask children about the clouds. Has children using their imagination. Bringing the outdoors, in.

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Has different questions you could ask children. Has different ideas about bringing the outdoors, in.

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Has some different questions to engage children. Talks about why it is important to connect with families. It also gives strategies for creating a STEM environment.

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Collections A STEM Focused Curriculum, Implementation Guide

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Talks about different principles and practices to inspire projects. Gives a few ideas of projects to do with children

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Talks about different strategies to use and how to encourages self regulation with children's sensory needs.

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Breaks down the teachers role in block play. Also provides a checklist that supports STEM.

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This article gives ideas on how to create an inviting block center. It also talks about social and literacy learning in block play.

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Talks about the stages of block play and the importance of learning through play. It also gives visuals of different block play ideas to incorporate in your class room.

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Participants copy of Iowa AEYC Block Presentation 2017

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This article breaks down the seven stages of development that children learn through block play.

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talks about the 7 stages of block play, and how you can support children in block play. It also tells you what children learn while doing block play

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ideas for planing art center. Ideas what an art center should look like and what materials we should have in our art center

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In order for children to create art, they need an inspiring space. The art center should look like an artist's studio, filled with children's art as well as that of well-known artists. The art center should allow children to feel creative as they explore materials to express themselves. The art center also allows children to make their own discoveries, either independently or together, and to feel confident in the choices they make.

Setting Up an Art Center in Your Classroom or Family Child Care Home

The location of your art center will depend on the space available in your classroom or home. The following are several different possibilities:

Near a window: The natural light through the window is pleasant, and children will be able to look outside for inspiration.

Near a sink: Placing the art center near a sink allows for easy clean-up.

On a floor that is easily cleaned: Art supplies will inevitably end up on the floor, so a tile floor that can be kept clean or wiped easily is key.

Outdoors: Most materials used inside can be easily taken outside to continue art activities, and clean-up is often much easier outdoors.

What an Art Center Should Look Like

Neat and organized: Children should be able to easily locate the materials. Also, if the center is organized, the expectation is that the children will help keep it that way. This way, there is already a limit in place so they know that part of their responsibility is to clean up after themselves.

Well stocked with a variety of materials: Children can easily become bored with using the same materials over and over again. To maintain their interest, the art center should be stocked with many types of materials, varied by size, color, texture, etc.

Limitless: With a well-stocked art center and encouragement to be creative, children should have minimal boundaries. Although rules are necessary, children should feel that they can create the art they want with the materials provided.

Easy-to-clean furniture: To maintain the life of the furniture, you should plan on having smooth tabletops that are easily wiped clean. If you are unable to use an easy-to-clean table, an alternative is to use a plastic tablecloth that can be wiped clean.

Appropriate seating: Both children and adults should feel comfortable in the space. Children also should have the option of standing, so art easels and large painting surfaces should be provided as well. It also is important that adults interact and join in on the creativity, so adult-sized furniture should be available.

Art easels: Art is a great way for children to develop their motor skills. While at the table, they are primarily working on fine motor movements, but art easels provide a large area where they can move their arms up and down, working on their gross motor skills. Art easels are also great because they allow children to have a change of scenery so they are not always doing art at the table. Also, art easels can easily be moved outdoors so art can take place in different areas of the classroom.

Storage: Some space should be available to children all of the time, while other materials should be kept out of reach.

Choosing Materials for the Art Center

The art center should have many different options for children to choose from. Some examples include:

paper (manila, construction, newsprint, computer, wallpaper books, magazines, catalogs, used greeting cards, etc.)

molding materials (modeling compound such as Play-Doh, clay, rolling pins, plastic knives, cookie cutters, shaving cream, etc.)

paints (tempera, watercolors, finger paints, etc.)

crayons, markers, pencils, chalk, and erasers

colored tape

children's scissors (left- and right-handed), hole punch

paste, glue, tape

paint brushes, sponges

rubber stamps and ink pads

collage materials (scraps of fabric, yarn, ribbon, feathers, glitter, buttons, macaroni, any small "beautiful junk" items)

seasonal leaves, nuts, cones

recycled materials (yogurt cups, fabric, yarn, tissue paper, foil, bottles)

miscellaneous items for creativity

​ ​ Keep in mind that most of these suggestions would be appropriate for a group of preschool-age or school-age children. An art area in a toddler classroom will look very different, because toddlers' fine motor and cognitive skills are still developing. Be especially cautious about offering materials that are choking hazards to very young children, who may still be likely to place objects in their mouths. Supervise children of all ages when they are using art materials.

For More Information

To read more about learning centers and about art in child care, take a look at the following eXtension Alliance for Better Child Care articles:

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Planning a Successful Art Center in Child Care

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In order for children to create art, they need an inspiring space. The art center should look like an artist's studio, filled with children's art as well as that of well-known artists. The art center should allow children to feel creative as they explore materials to express themselves.

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Has ideas for art play and incorporating loose parts in art as well. Gives ideas how to set up and art studio in the class room.

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Over the past several months I've received quite a few emails asking me about my role as atelierista, aka art teacher, in a Reggio inspired preschool. I thought I would share my experience here in hopes that I can shed some light on this mysterious "Reggio" word that has become quite trendy over the past decade. Perhaps you are interested in becoming a Reggio inspired art teacher. Or perhaps you've heard this word "atelierista" and thought "What the heck does that even mean?" I will try to demystify my role as much as I can for you here, in addition to sharing a bit about our art studio space and why I love it so much.

*This post contains affiliate links. Thank you for your support!

And if you like this post, be sure to check out my ebook Art Secrets Every Teacher Should Know...a Reggio Inspired Approach.
I started working as a Reggio inspired Atelierista at an Early Childhood Center in the San Fernando Valley almost two years ago. I am in no way an expert on this subject. I can only share with you what I've learned and how I've applied my learning to our own studio. If you want advice from Reggio experts, I would recommend reading the following books that are filled with helpful information on the subject. I also love the blog An Everyday Story, which has a ton of great information on the Reggio Emelia Approach to Learning. Working in the Reggio Way: A Beginner's Guide for American Teachers Bringing Reggio Emelia Home The Language of Art
and my favorite teaching book

Below I will share the Reggio basics as I see them. I don't want to minimize the philosophy in anyway. I have a deep respect for the Reggio Approach to Learning. I am also aware I am not an expert. My intention here is to offer some basic knowledge of the Reggio approach as I understand it, and to share my experience in a Reggio inspired art studio.

1. Children use A Hundred Languages to express themselves. Words, symbols, sounds, music, art, etc. It is through those languages we learn about our children and what is important to them.

2. Children learn through interacting with their peers. ( Social Constructivism)

3. The environment is the third teacher - The teacher, parent and classroom are all teachers in a Reggio environment. The atelier, or art studio, plays an especially important role in enhancing and guiding the community.

4. Children are capable people who can drive their own learning.

5. Documentation acts a reflective learning tool to guide teachers and students. I'm sorry I don't have any great examples of documentation at the moment. I'll try to grab some in the future and get them in here.

Now let's get to my role, the role of a Reggio Inspired Atelierista/Art Teacher. Note *I keep mentioning the term "Reggio Inspired" because I do not work at a true Reggio school. We have adapted Reggio principals to fit within our own community. We call our atelier "the art studio." It is a designated room where students come to create, explore and experience themselves through art. It is a beautiful space brimming with natural light, creativity and curiosity. When children, and adults alike enter the space, they often take a deep breath and feel a moving energy that is difficult to describe in written words. It's pretty magical.

Our school of almost 70 students has designated days for different age groups. Each age group comes to the art studio twice a week. Students are invited to come to the studio on their day. Some students will choose to go, some will not. That's ok. For those students who don't often choose to go, we find ways to encourage them, even if it's just for a few minutes. Most students, however, yearn to visit the art studio. They are able to stay for an extended period of time, sometimes up to an hour. When our school was smaller, they were invited to stay as long as they wanted, which often meant an hour and a half, to two hours. That was truly special. Now with more students, I'd say they stay for about 30-45 minutes at a time. Some trickle out earlier, while some stay longer.

It took me a minute to figure out a system for our art studio that would work for all the children that visit. After some trial and error, here is what we came up with.

1. There are three ongoing stations set up almost daily. One is for working with clay. One is for observational drawing. The third is for some sort of collage work or sculpture.

Mirrors are used as creative prompts, in addition to offering students an additional perspective on their work in the studio.

We also have ongoing units of study, like this example below of an introduction to sewing. If there is considerable interest in a topic, we will explore it in different ways over time.

2. In addition to the three stations that are all accessible to the children, we have a tinkering table equipped with a tinker tray, tape, glue, scissors and paper. We do a lot of collage work with Tinker Trays. You can read more about Tinker Trays here.

3. A bucket with water sits in the same area everyday for washing our brushes. The kids "dance, dance, dance, and clean, clean, clean," their brushes in the water and place them back in the jar they came from. (I combined a cleaning song I made up with one that Rachelle at Tinkerlab told me about. I recommend simple cleaning songs for kids. They really help get the job done!)

4. We have a filing system of art portfolios sitting on the floor accessible to the students. Children can file their work as they go, along with teachers and parent/grandparent volunteers. They can also explore their work as desired. You can see how to make the art portfolios here. These have been a bit of a game changer. I can't take credit for those amazing little name tags on the side. That's the handiwork of my teaching partner. She's totally brilliant when it comes to organization.

5. Our ribbon Wall - We actually don't have the ribbon wall anymore because I foolishly took it down and need to put it back up. It was awesome and I'm not really sure why I took it down. The students could come over and cut whatever ribbon they needed for all kinds of different projects and ideas. Standing and pulling the ribbon offered the perfect amount of tension for cutting practice. This wall was very successful. Note to self - If it ain't broke...

I think it's important to mention that not everything goes as planned, by any stretch, in the art studio. Part of being a reggio teacher is to be okay with unexpected directions that benefit the group or individual. The picture below is an example of the "Teacher's Plan" vs the "Child's Plan." Instead of engaging in an observational drawing process, this student wanted to practice cutting so she could make a long braid for her hair with the ribbons. How could I deny that request?

There are many many ways to run an art studio. These are some of the practices that I have found to really work. I'd love to hear what works for you in the comments below. Overall, I think it's a good idea to remain consistent, keep things in the same place, role with the punches and take your time.

Most of all, working as an art teacher in a reggio inspired art studio is about listening, being patient, and caring about children and what they have to offer. It's not about reinventing the wheel, or telling anyone what to do. It's about guiding and strengthening and offering a safe space to explore and grow. Each child is honored for who they are and how they share who they are with the world.

Thank you so much for taking the time to read this. If you are interested in learning more, I am available for hourly consultation. Please email me for rates. If you'd like to learn more about this particular school, please email me as well. I'd love to hear from you. xo Meri Cherry

ps If you're interested in my all time favorite art supply list, here it is.

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Life in a Reggio Inspired Art Studio - Meri Cherry

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Over the past several months I've received quite a few emails asking me about my role as atelierista, aka art teacher, in a Reggio inspired preschool. I thought I would share my experience here in hopes that I can shed some light on this mysterious "Reggio" word that has become quite trendy over the past decade.

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talks about furthering explorations in sculpture making. Not just making sculptures by looking and find them or drawing them as well.

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Explained what ECIPs clay would support for children. Also gives tips to use for playing with clay.

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Play with clay — Better Kid Care — Penn State Extension.html

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Explains why clay is different that play dough. Tells us how clay can help children and how adults can support children with clay.

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Explains the benefits of creative movement in children. Explains what creative movement is and that it enhances development.

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gives many different ideas for small world activities for children.

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Over 70 Tuff Spot Tray ideas - all in one place!

Small World Play

Small world themes created within the Active World Tuff Spot Tray are ideal for sparking imagination and play. Add a themed mat to the base to give you a great start to creating your own small world. Mats help spark the children's imagination; with a few extra props, children love recreating stories they have heard before or making up their own. Simply transferring your farm to your Tuff Spot Tray and adding a few natural materials like logs, sticks and stones from the outdoors will help make your small world play truly magical. Below is a beautiful fairy and elf small world village in a tuff spot. With felt fairies, Mushrooms, wooden accessories, blue shimmer materials for water and hessian. Metallic fairy houses, plastic ivy and flowers and glass pebbles.

Get really creative and create scenes from a Magical Fairy and Elf Wonderland - by the wonderfully talented Clare Wilson as featured on her Tuff Spot and Sensory Play Facebook page.

Dinosaur Parks

This wonderful jurassic park themed dinosaur land, also by Clare Wilson, has artificial grass, plastic plants, a lovely handmade walkway and volcano, water beads, split peas and lentils to make a real sensory tray. You can add your own dinosaurs too.

This simple tray just includes mud and stones - the children can then add their dinosaurs and get stuck in! Add water to make a real messy land! Why not build mountains and valleys with the mud?

Food

The easiest way to start is to look through your cupboards at home or in your setting and find what needs using up! Cereal and pasta (cooked or uncooked) can be a fantastic play resource for babies (as long as it is well supervised). Mixing different types of cereal and pasta allows babies to explore a range of textures with their hands. Cooked spaghetti can be used to hide objects for children to find. You could also add food colouring to the water while cooking your spaghetti to change the colour. Be careful to avoid pulses as these can be toxic if consumed when they are uncooked.

Reflective Play

Children are fascinated by mirrors and their reflections. Try a plastic mirror insert in the bottom of your tray - could it be a magical lake? There are many resources available to complement your reflective scene - you could try Mirror Pebbles, Metallic Boulder Blocks and Jewels.

Children love to use other reflective resources such as pans, spoons and foil blankets and materials - they instantly grab their attention. The mirror inserts make a lovely base for collections - experiment and explore with shiny and wooden spoons and wooden accessories. Add marvellous metallic construction blocks and pebbles to create a real reflective world.

Ball Play

A simple and popular use for the tray in settings is to fill the tray with play balls. Children as young as 8 months love to sit in the Tuff Spot Tray amongst all the colourful balls. The balls will often end up all over the room but toddlers can help fill the tray again and often enjoy hiding objects for each other to find.

Schematic Play

Active World Tuff Spot Trays can be filled with resources that will support and enhance a child's schematic interests. Fill the tray with items that are aligned to the rotation schema such as rolling pins, balls, vehicles, items with lids and spinning tops. Add building bricks and construction sets to allow children to create structures, containing them in the tray, without being knocked over or damaged. If your child is interested in transporting, enveloping and containing, make collections of interesting and varied items for them to explore and place in the Tuff Spot Tray. Why not try a chalkboard mat in your tray? This open ended and versatile mat encourage children to create their own scene. Simply roll up when finished and the design can stay intact for its next use.

Use to create small world environment or use for mark making activities

Sensory play

Try adding different sensory materials such as crazy soap, soap flakes and cornflour mixtures. Children can mix, swirl and make marks including letter and number formations.

Children love exploring jelly. They can explore it from inside the tray or outside depending on their confidence level with sensory materials. Hiding toys in the jelly helps to keep children's attention - include objects to support the different themes you may be covering on different days. Always ensure children are well supervised at all times. Try adding different textured materials for sensory play and bury items underneath for children to hide.

Try mark making in glitter too! Add snowflakes and white confetti for a wintry feel.

Cut up white packaging to create a white tray liner and then cut tiny scraps as confetti. Instant Snow is also fab for tuff trays!

Sand and Water

The trays are perfect for holding Sand and water. Take them outside and use on the ground or on height adjustable stands for some messy and sensory play, using bubbles and boats in the water, and buried treasure and metal detectors in the sand to incorporate ICT into the play!

Fill the tuff spot tray with sand and add Squidgy Sparkle Letters or Number or shapes to the sand - which letters can the children find - can they identify each one - can they find enough letters to make a word?

Create a turtle tuff spot with our talking turtles. Fill a tuff spot tray or similar with a water and bubble solution and place a laminated copy of the song inside. Immerse the turtles in the soapy water and sing the rhyme together.

The Turtle Song

I know a little turtle
His name is Tiny Tim
I put him in the bathtub
To see if he could swim
He drank up all the water
He ate up all the soap
Now he's got bubbles
Deep down in his throat
Bwwww bwww!

Painting

Active World Tuff Spot Tray are great for keeping paint in one area. Filling the tray with a selection of different colours and allowing children to use this for foot painting is a fantastic activity, simply make sure you hold their hands so they do not slip. Alternatively using their hands children can make their own marks in the paint and then print their drawings using paper to take home or display. You could incorporate some big art tools to pattern and mark make.

Discovery

Fill the tray with a variety of items linked to a theme such as Sea creatures or mini beasts and encourage the children to explore and identify what they can see. It is also a lovely idea to fill the tray with items found on the beach, in the woods or in the back garden. Provide magnifying glasses so that the children can look at the patterns and details. These discoveries can help draw out new vocabulary or observations which the children will love to share.

Fine Motor Skills

Use the tray for focused activities such as developing fine motor skills. Place cup cake tins in the tray for threading items to be placed into. Select a range of threading resources such as chunky beads, pasta, giant buttons. Provide colourful shoes laces, ribbons and string for the children to choose from.

Fill the tray with items like pom poms and tweezers for picking out and sorting exercises, or scissors and a selection of leaves for cutting.

Circle time

Active World Tuff Spot Trays work well as an area for children to focus. Create themed locations within the tray and place it in the middle of your small group with items to tell a story and enable the children to select which item will come up next in your story, or fill it with items of interest for the group to discuss.

Pirates and treasure!

Engage the boys (and girls!) in your setting with a pirate-themed tuff tray incorporating our beautiful potion bottles to make pirate potions and grog! Digging for treasure in sand enables children to count and sort their findings. Try the TTS Metal detectors to search under sand. Use Encourage them to get creative by designing their own treasure maps. Combine this with dressing up and the children will have a fantastic pirate-themed play session!

ICT in the Tuff Spot

Why not use the tuff spot tray as a track for Bee-Bots, Blue-Bots, or Clever Cats - it will help to contain them whilst the children programme them.

Planting seeds

Contain everything that you need for a small group of children in one tray as a group activity. Children can handle all items such as compost and seeds and even create small tags - writing the label themselves.

Inspire and engage with each of our 22 mats. Place them in your tray and stand and watch imaginations soar. Children can add all the small world accessories they like. Watch them make towns, jungles, fairy tale landscapes, dinosaur worlds, space scenes and pirate and watery worlds. A fantastic resource.

Top Tip: Make your own Tuff Tray mats by cutting patterned fabric or PVC table cloths (from Dunelm or The Range in the UK) to fit the shape. You can get a grass effect, flowers, under the sea, fruit and many more depending on the store.

Use a range of Tuff Spot stand from height adjustable stands to more robust wooden stands with either storage underneath or seating so that children can sit down around the Tuff Spot Tray.

Do you use Active World Tuff Spot Trays in your setting? We would love to hear about some of your children's favourite activity ideas or maybe you have a suggestion on additional resources we could offer.

With thanks to Adele Crozier, a nursery manager and blogger from Playful Learners; childminder Gini Hancock, from Giraffy's Daycare, Charlotte Parry and Clare Wilson, for their imaginative contributions to this article.
Shop our range of Active World Tuff Spot resources here Shop our range of small world play toys and resources here
For more Inspiration please visit our Active World Tuff Spot Tray Pinterest Board.

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Over 150 ideas for using your Active World Tuff Spot Tray

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Used in settings for over a decade, Active World Tuff Spot Trays offer a flexible contained space for open-ended play. The large size (1m in diameter) and 8 sides encourage group play - there's room for up to 6 children to play comfortably together.

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5 stages of child's make believe play. gives critical elements of children's play that adults can assess.

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Different ideas for materials, tools, surfaces

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Tips for dramatic play ideas. ideas to put in your prop box for different dramatic play

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Storybooks to support children's schemas

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Storybooks to support children's schemas

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gives different options for books to support and explain schemas for children. Introduces story baskets to support the children.

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Ever thought of creating story baskets to support children's schemas?

How can your setting take children on a journey with their schemas? As children display schemas in their play, it is important to identify these and find other ways of supporting them. Schemas have been around for many years, however these are becoming more recognised due to practitioners developing the skills and knowledge in understanding and identify what they are.

The patterns of behaviour children display are examples of behaviour that they go through when exploring the world around them. Practitioners working in the early years sector should look at ways to support these schemas as these shouldn't be forgotten. When children are displaying these types of behaviour they are learning the necessary skills and knowledge that will help them later on in life.

Types of schemas;

By being an observer and watching children's play, you will easily notice the pattern of children's behaviours. There are different types of schemas eg enclosing, rotation, enveloping, transporting, trajectory, connection and there are a few others for you to research. Do your research and find out more about each schema, having the understanding will enable you to think of other activities to offer the children.

Introducing story baskets to support children's schemas;

Finding stories to support children's schemas is a great resource to add to your EYFS learning environment. Why not arrange the books in a wicker basket, allowing children to freely access the stories. These story baskets can be used during circle time or can be placed in your book corner for adults to share with children one on one.

Ten books to support schemas;

1. Whatever next - enclosure and containing

2. Mr grumpy's outing - transporting

3. Tip Tip Dig Dig - transporting

4. The Very Busy Spider - rotation

5. Peppa post - enveloping

6. Pumpkin soup -transporting

7. Room on the broom - trajectory

8. Hungry caterpillar - transporting

9. A perfect day for it - trajectory

10. 1, 2, 3 to the zoo - connection

For more suggestions click here

Adding these storybooks to your environment gives children the opportunity to extend their patterns of behaviour and explore the world around them whilst learning new skills.

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Ten EYFS storybooks to support children's schemas

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How can your setting take children on a journey with their schemas? As children display schemas in their play, it is important to identify these and find other ways of supporting them. Schemas have been around for many years, however these are becoming more recognised due to practitioners developing the skills and knowledge in understanding and identify what they are.

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Explains play schemas. Gives different activities to do with the schema. Giving 'safe' or 'better' options for the children to do.

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Learn about the history of play schemas, why they are important, how they align with the Montessori philosophy and get fun activity ideas.

Transporting, positioning, connection, transforming, orientation, trajectory, rotation, enveloping, and enclosure are all covered in this article.

What Are Play Schemas?

In layman's terms, play schemas are repeated behaviors that children demonstrate through play, which facilitate development.

There are many different definitions of schema, each varying in context. Merriam-Webster defines schemas as " mental codification of experience that includes a particular organized way of perceiving cognitively and responding to a complex situation or set of stimuli. "

Dictionary.com has a simpler definition: " an underlying organizational pattern or structure; conceptual framework." In this article, we will refer to them as play schemas.

In child development, Swiss Psychologist Jean Piaget (1952) defined schema as: "a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning."

History of Schemas of Play

Jean Piaget was one of the first to use the term " schema" or " schemata " in 1923. Piaget was one of the most important child development Theorists and his Theory of Cognitive Development was and still is incredibly influential.

He was one of the first who believed children think differently than adults and that they have an innate desire to learn, and do so by constantly taking in information from the world around them.

A major piece of his Theory of Cognitive Development was schemata. He theorized that children have three schemata: Symbolic Schemata, Operational Schemata, and Behavioral Schemata.

We will be focusing on what he defined as Behavioral Schemata, and what people refer to today as Play Schema, as those are the ones we see in action.

Over the last 90-100 years, the theory of schemas has been further studied and developed by numerous professionals.

Along with Piaget, British Psychologist Frederic Bartlett was one of the first to discuss schema.

He studied and wrote about schemata in his 1932 book "Remembering," wherein he discussed schemas as they related to memory.

His research had an integral part of today's understanding of schemas and how our brains work.

Richard Anderson, an Educational Psychologist, was one of the first people to express that understanding children's schema could help educators.

In his 1977 paper " The Notion of Schemata and the Educational Enterprise: General Discussion of the Conference," he discussed the importance of play schemas in education.

Chris Athey, a Constructivist Educator, further developed Piaget's theories and the need for understanding play schemas in education.

She was the director of the Froebel Early Education Project in the 70s which was an important study in understanding the way young children think.

One aspect of this study involved discussing play schemas with parents and observing what behaviors they exhibited at home.

Why Are Play Schemas Important?

It's important that Psychologists understand schemas to understand the brain, and for educators to understand their students and for adapting curriculum, but it's also incredibly useful for parents.

Understanding that a particular behavior is really an uncontrollable urge and that they are learning while doing it can be helpful in more ways than one.

Sometimes your child may be exhibiting an undesired behavior that may be frustrating, but really they are in a particular play schema.

For example, one very common behavior in the toddler age is throwing food, plate, or silverware off their high chair or the table.

Understandably, it's frustrating and we want to correct them.

However, they are experimenting while in the trajectory schema.

Believe it or not, they're learning with every drop or throw.

Not only are they learning cause and effect, but they are discovering how different things fall at different speeds, how they all make different sounds, how they can drop or throw things, and that changes the result, even how it feels different in their hands as they're dropped.

Once you have an understanding of why they are doing a particular behavior, and that they aren't simply misbehaving, it makes it easier to cope.

Then you can give them other outlets to safely explore with a more appropriate activity.

By fulfilling that urge in another way, it will hopefully curb the unwanted behaviors.

In addition, knowing your child's interests can be helpful in planning activities that they will enjoy and that will further assist in brain development.

Not every child enjoys the same types of activities, and understanding play schemas will allow you to tailor activities to interests that may otherwise not be obvious.

Some children may not enjoy arts and crafts, but once you discover their play schema, you can plan art that will really pique their interest.

How do Play Schemas align With Montessori?

While Maria Montessori didn't discuss schemas specifically in her teachings, she believed in child-centered learning, and that it is best to "follow the child".

What she meant was it's important to observe the child for their interests, skill level, and needs and plan their environment and activities accordingly.

Therefore, recognizing play schemas complement and align with the Montessori Method.

Being able to do so will assist in creating your prepared environment customized to your child.

You can also introduce different Montessori Practical Life Activities that support their schema interests.
(This post contains affiliate links. Purchasing from these links costs you nothing extra, but sends a few cents our way for website upkeep.)
Different Schemas in Play

Children start showing play schema somewhere before or around their first birthday. Some children have strong, clear schemas, others are more subtle.

Schemas can overlap, interconnect and combine over time as well. They are constantly changing and developing.

There are nine most common play schemas: Connection, Enclosure, Enveloping, Orientation, Positioning, Rotation, Trajectory, Transforming, and Transporting.

Below I explain each one and provide activities and ideas for toys/supplies for all ages.

I will also discuss what areas of learning are possible in each play schema but keep in mind it is not limited to the ones listed.

All offer opportunities for learning new vocabulary, building self-confidence, problem-solving skills, and just overall cognitive development.

What is a Connection Schema?

Joining things together, connecting objects, tying things together, opening and closing things.

This can and often includes destruction/disconnection of what they've connected such as knocking over blocks they've put together.

Real-life Example: A child finds a piece of string and starts tying or wrapping it around knobs in the kitchen, connecting all the doors together.

What Are They Learning?: Examining how things come together and apart, fine motor skills, cause and effect, spatial awareness, and pre-science and math skills, such as predicting and estimating.

Connection Schema Activities

DIY Weaving Activity: 1. Take a baking cooling rack or something similar. 2. Tie fabric, yarn, or ribbon to the outside frame. 3. Have the child weave the ribbon through the slots.

Contact Paper Suncatchers:

1. Cut two pieces of contact paper into any shape you'd like (flower, sun, heart, etc.).

2. Make a construction paper frame & attach it to one piece.

3. Have the child stick a small piece of tissue paper on the sticky side of the contact paper.

4. When finished, have the child stick the other piece of contact paper, sticky side down, onto the finished suncatcher.

Tape Activities:

1. Give your child pieces of tape to simply stick on a piece of paper, or attach two pieces of cut paper with the tape.

2. Paint Resist Art - attach the tape to paper to create a pattern or shape and paint over. Then remove.

3. Have them help anytime you need to use tape, like wrapping presents.

Montessori Practical Life Activities for this Schema: Dressing boards, tying shoes, locks and keys, nuts and bolts, containers with lids, and lacing/weaving.

What is an Enclosure/Containing Schema?

Containing things, creating borders or lines to form enclosures, building fences/walls around objects, borders around art, lining up food around their plate, filling up cups with water.

Also includes enclosing themselves: climbing into boxes or cabinets.

Real-Life Example: A child takes all of the pots and pans out of a kitchen cabinet, then climbs in and sits down inside the cabinet. He is discovering how to enclose or contain himself.

What Are They Learning?: Building pre-math skills while planning their enclosures (measuring, predicting), fine and gross motor skills, object permanence.

Enclosure Schema Activities

Tents/Forts made from sheets and blankets

Cardboard box house

Coloring inside a cardboard box

Clay caves/homes for animals

Bear cave made from brown packing paper

Shoe Box Habitats

Hide and Seek

Coin drop box

Putting Groceries away

Putting Dishes away

Building Blocks for border building

Containers with lids

Moats and sandcastles

Making Eggs in a Basket recipe here

Bubble Wrap Mitten Painting:
1. Take a small piece of bubble wrap that will fit over the child's hand.

2. Tape bubble wrap on like mittens.

3. Child paints or stamps with hands!
Framed Art:
1. Child cuts up cardboard or card stock into strips OR uses wood craft sticks.

2. Child frames their artwork.

Body Forms With Blocks:

1. Have another child or yourself lay down on the ground.

2. Child lines up blocks around the edge of the body.

3. Person gets up and you can now see the shape of the body.

Montessori Practical Life Activities for this Schema: Putting groceries or dishes away, containers with lids, making sandwiches, Eggs in a Basket.

What is an Enveloping Schema?

Covering objects or themselves, hiding things in discrete places.

They may enjoy dressing up, playing peekaboo, or even painting their entire paper or hand.

Similar to Enclosure, except with Enveloping they are covering the entire item so it cannot be seen.

Because they are similar, there are many activities listed in each that can be used for either. Enveloping may be done for comfort or safety as well.

What Are They Learning?: Object permanence, fine and gross motor skills, problem-solving, visual tracking, and spatial awareness.

Real-Life Example: If there's laundry laying around, my daughter will take whatever is there and will wrap it around her and/or put it over her head.

She will take it off and put it back on, continuing to envelop herself.

Enveloping Schema Activities

DIY Box Activity:

1. Take several different-sized boxes.

2. Child tries to put as many boxes inside one another as possible. This activity is great for concentration, problem-solving, and keeping them busy for a while!
Papier-mâché:
1. Cut strips of newspaper or brown packing paper.

2. Make your base shape (you can use a balloon, chicken wire, aluminum foil, or cardboard boxes).

3. Make your papier-mache paste (See recipes below).

4. Dip strips of paper in the paste and start layering on your shape.

5. Allow drying.

Paste recipes:

1. 2 parts flour, 1 part water, then boil and stir until thick.

2. 2 parts Elmer's Glue and 1 part water (or to desired consistency).

3. Or buy pre-made Elmer's Art Paste.

Montessori Practical Life Activities for this Schema: Tablecloth on the table, dressing, wrapping presents, baking pastries, making wontons.

See also enveloping schema toys.

What is an Orientation Schema?

Experimenting with different viewpoints: hanging upside down or views from on top or under things.

What Are They Learning?: Body and spatial awareness, gross motor skills, sensory and vestibular system stimulation.

Real-life Example: A child loves hanging upside down from the couch, or bending over and looking through their legs.

Orientation Schema Activities
Art Activity:
1. Tape a piece of paper underneath a child-height table or coffee table.

2. Allow the child to lay on their back and draw while laying down.

Allowing risky play is super important for this play schema.

Allowing them to get outside and explore different viewpoints by doing things like climbing things, hanging upside down from trees, and walking along rock walls can really support this play schema.

Montessori Practical Life Activities for this Schema: Kitchen Tower, yoga.

What is a Positioning Schema?

Arranging objects or themselves. Lining up items a particular way, by size, color, etc.

They might like tidying or placing things in unusual places.

Sometimes these behaviors are mistaken for a sign of OCD, but it is a normal part of development; a play schema.

What Are They Learning?: Recognizing differences and similarities, concentration, visual discrimination, and pre-math and science skills such as problem-solving, exploring patterns, classifying, and planning.

Real-life Example: While I'm getting ready, my daughter likes to take out my nail polishes from a drawer in our bathroom and she lines them up on the step to our bathtub.

Since she hasn't yet explored this with any other items or her toys, I let her do this under my supervision.

Positioning Schema Activities

Stacking blocks

Grimm's Rainbow

Balancing objects

Peg boards (create patterns)

3D art (buttons, beads, shells, etc.)

Lite Brite

Symmetrical patterns with nature materials

Dominoes

Pom Pom sorting or lining up

Sorting activities: by color, shape, size, category

Button sorting activity here

Flower arranging

Matching games - like the musical instrument card game here

Animal Parade

Placing stickers on lines, shapes, or letters

Trace shapes of toys and have child match toys to shape

Knobbed cylinders

Lining up toys and tracing their shadows

DIY Table Placemat:

1. Buy a cheap or dollar store placemat.

2. Place plate, silverware, and cup on mat and trace with permanent marker.

3. Have the child use for setting their place at the table (or make them for the whole family).

Letter or Number Activity:

1. Make large cards with letters or numbers.

2. Have the child line up small items on letters or numbers (tiny pompoms, beads, buttons, etc.).

Montessori Practical Life Activities for this Schema: Setting table, flower arranging, cleaning/tidying.

What is a Rotation Schema?

Interest in things that spin or turn. They may like spinning themselves in circles, twisting things, or drawing circles.

What Are They Learning?: How things move, fine and gross motor, cause and effect.

Real-life Example: A friend's child, R. loves wheels and spinning things. R. was visiting my house and discovered the crank of our casement windows. He enjoyed spinning them and figuring out how and where they turned.

Rotation Schema Activities

Rotation Art Activities:

1. Taping markers to the backs of toy cars and driving them on paper.

2. Putting balls in tray or bucket with paper and paint, then rolling balls around in the paint.

3. Bubble wrap on rolling pin and rolling in paint.

4. Stamping circle shapes (paper towel rolls, lids, cups, corks).

Montessori Practical Life Activities for this Schema: Rolling dough, washing machine, clocks, mixing/stirring, salad spinner, screwdrivers, locks, and keys.

See also our list of rotation schema toys.

What is a Trajectory Schema?

Interest in moving objects by throwing, dropping, or rolling. May include the trajectory of own body by jumping off things or bumping into things.

Interacting with things that are already moving, like putting hands under running water.

What Are They Learning? Cause and effect, gross motor skills, visual tracking, body awareness, observing, and predicting.

Real-life Example: Like most infants and toddlers, my daughter experiments with throwing food and dishes off the table.

She will also do it with toys we have given her while she is standing in her learning tower.

With those things, she will watch how it lands.

Trajectory Schema Activities

You may also be interested in reading about throwing toys for toddlers.

Dropping or Rolling Experiment: Experiment by safely dropping items from different heights.

You can use different-sized balls, seeing how they bounce differently. Or just a mix of hard/soft, heavy/light objects to see how things fall at different speeds.

You can do a similar experiment with a ramp and things that roll (cars, balls, bottles, round toys).
Paint Activities:
1. Throw water balloons filled with paint on a canvas or large poster paper (best to do outside).

2. Splatter paint by snapping paintbrushes or rubber bands over a tray.

3. Spray bottle filled with watered-down paint.

4. Fill eggshells with paint and throw at a canvas or larger poster paper.

5. Drop paint as part of your experiment above.

DIY Tube and Ball Drop: Use paper towel rolls for tubes and tape them on walls at different heights and lengths.

Montessori Practical Life Activities for this Schema: Hammering nails, chopping food.

See also our list of trajectory schema toys.

What is a Transforming Schema?

Combining or changing materials. They may experiment with mixing all their food and water at meals or enjoy mixing all the paint colors during art activities.

What Are They Learning?: Cause and effect, fine motor skills, pre-science skills such as observing and predicting.

Real-life Example: My daughter loves mixing all her food together in her water cup.

She adds things and looks at them, mixes them with her utensil, and adds more.

We've started having her help with cooking more, specifically mixing ingredients, and I've noticed she mixes her meals less and less.

She also now pretends to mix things in any cup or bowl she can find.

Transforming Schema Activities

Coffee Filter Art:

1. Using waterproof markers, the child draws on the coffee filter.

2. Child sprays water on the coffee filter with a spray bottle or squirts water on using pipettes.

3. Watch colors run and change.

Sensory Bottles: Have the child join you in creating different sensory bottles. One of my favorites is water and oil.

Use food coloring to color water, and oil-based/candy dye for the oil.

When the bottle is shaken, the colors will combine, but then will separate again once settled.

They can continually see how the contents are transformed.

Montessori Practical Life Activities for this Schema: Dough/baking, tie-dye, making juice.

What is a Transporting Schema?

Carrying objects in pockets, hands, bags. May also enjoy transporting oneself.

What Are They Learning?: Object permanence, fine and gross motor skills, spatial awareness, planning, and measuring (how much will fit?).

Real-life Example: Several months ago, my daughter started carrying small items around the house in her hands.

When she discovered that things can go inside of other things, she started carrying things around that way.

She would use anything she could find including the drawer of her coin dropbox, a gift bag that was laying around, and containers from the kitchen cabinet.

I started leaving a reusable shopping bag around for her and an old purse.

Since then we have bought her a toy shopping cart which she loves.

Heavy work can be a big help for a child in this play schema. Read about what it is and its benefits here.

Transporting Schema Activities

Diggers and trucks to transport dirt/sand

Chalk map outside for trucks, etc.

Pipettes to fill and transfer water

Transferring activities - like the marble activity here

Wagons to transport friends or toys

Cooking: Taking ingredients out for recipes/putting in oven

Toy shopping cart

Reusable shopping bags

Levers and pulleys

Baskets

Purses

Helpful Activity: Have them help you carry anything around the house! They can carry laundry baskets, groceries in from the car, or supplies for arts and crafts to the table.

Gardening: Gardening is a great opportunity for transporting things! You can start by planting seeds in pots, where the dirt will be transported into the pot.

Once you have seedlings, have the child transport supplies to the garden and help plant them. Use a child-sized wheelbarrow to transport dirt to the garden area.

Montessori Practical Life Activities for this Schema: cooking, gardening, groceries.

See also transporting schema toys.

Children learn best when they're able to experiment, make mistakes and problem solve. With play schemas, they have a natural urge to do these things.

By freely allowing them to explore their early childhood schemas of play, you're supporting their cognitive development.

I hope you can now easily recognize play schemas in your child and are able to fully support their schema behaviors.

Do you have any fun activities to add to any of these play schemas? How does your child exhibit their schemas?

References and further reading:

England, L. (2018). Schemas: a practical handbook. London, UK: Bloomsbury Publishing Plc.

McLeod, S. A. (2018, June 06). Jean Piaget's theory of cognitive development. Simply psychology [Blog post] Retrieved from: https://www.simplypsychology.org/piaget.html

Arnold, C. (2005, October 19). Early years pioneers: Chris Athey. Nursery World [Blog post]. Retrieved from: https://www.nurseryworld.co.uk/features/article/early-years-pioneers-chris-athey

Cherry, K. (2019, September 23). The role of schema in psychology [Blog post]. Retrieved from: https://www.verywellmind.com/what-is-a-schema-2795873

Unknown. Learning Theory, Schema Theory [Blog post]. Retrieved from: https://education.stateuniversity.com/pages/2175/Learning-Theory-SCHEMA-THEORY.html
*Correction: In the original post, regrettably we mistakenly referred to Psychologist Jean Piaget as British, but he was in fact, Swiss. We have updated the post as of 3/2/21.
Frequently asked questions

What are play schemas?

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What are Play Schemas? The Answer and 150+ Fun Schema Activities

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Learn about play schemas and get activity ideas for each of the 9 play schemas. Transporting, positioning, connection, transforming...

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Give reflective question to help you understand the child and why they may be going through this schema. Seeking the Child's point of view.

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Digs deeper and explains what the schema looks like in different types of play. Going through some issues you may have that goes along with the schema.

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Breaks down nine schema urges in children. Explain what are schema's.

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Has many different ideas for sensory play for sensory bins and different games to play that include one of more of your senses.

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Shows that when toddler's or any age child are at play and using their senses, they can get messy. It only makes the invitation to learn more grow and be more welcoming.

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"What's the harm if I paint my arm?": A Toddler's Guide to Sensory Activities in the Home

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Just as infants and toddlers need experience crawling or scooting to learn to walk and babbling and crying to learn to talk, they need to practice using their hands to control art supplies and practice using their minds to figure out how art supplies work

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I wanted to save this recipe to try with the children. inviting their taste, touch and smell in investigate.

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Explains what a sensory bin is and how to further sensory play with the sensory bin.

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Sensory play is play that engages or stimulates the senses - touch, taste, smell, sight, and sound. Sensory play supports cognitive development in early childhood with physical, language, creativity, emotional, social, and mathematical development.

A sensory bin is a container that holds different materials for children to explore sensory play. Sensory bins don't need to have a theme, but themes can be a great way to continue exploring a subject or introduce a new concept. According to a report from the Official Journal of The American Academy of Pediatrics, children should be allowed to have unstructured time to play and educators are also being encouraged to recognize playful learning as an important complement to didactic learning.

Have multiple children at different ages? Younger children can explore touch and sound in an open-ended way, while older children can explore sorting, counting, number and letter recognition, creating a story with the materials, and work on fine motor skills. Playing alongside one another is a great opportunity for cooperative play and can help children learn social skills as they practice how to be patient, take turns, and share.

No! Sensory play can happen anywhere! For example, babies are experiencing sensory play when they are introduced to their first foods. Washing hands, washing dishes, and bathtime can be sensory play. Helping in the garden, playing at the beach, and building forts in the snow can be sensory play. The opportunities are endless!

We hear you, but we think it's so worth it!

Want to contain the messy play? Place an old sheet on the ground under the tray. When play is finished, you can wash the sheet and keep your floor clean! Depending on the weather, the outdoors are a great place for sensory play, especially for those learning how to pour water or other liquids. A picnic blanket, towel, or tarp also work great for containing sensory bin materials. The bathtub is another great place to have sensory bin play!

Is your child in the pick it up and dump it out phase? Consider using a larger bin that is more difficult for them to pick up by themselves (maybe a large tote or tub? maybe a container within a container?), and provide lots of different sizes and shapes of scoops and bowls within the container for filling and dumping exploration. A small plastic kiddie pool is another great idea to contain messy play!

It's okay to have rules to set clear boundaries regarding sensory bin play. Rules might be that the contents must stay inside the bin, no throwing, and the materials always get put away when play is finished. Children are great helpers, and learning to use a broom and dustpan is great for fine motor skill development.

There are mess-free options for sensory play as well. Sensory bottles are a great alternative. Simply add rice and small objects to a clear bottle and observe the sound the rice makes as you manipulate the bottle. Sensory bags are a great sensory play idea for babies as an introduction to color mixing and different textures. Simply add different colored liquid materials (try shaving cream + paint, or oil, water, + food coloring!) to a ziploc bag and tape to the floor (pro-tip: tape the bag closed, all the edges of the bag, AND tape it to the floor). This is great for tummy time!

Keep in mind the age of your child for choosing which objects to place in your bin. If your child is in the stage of life where they explore the world by tasting or mouthing objects, make sure to stick to taste-safe recipes, supervise play (or even better, play alongside!), and monitor the size and shape of objects to prevent choking hazards. As a friendly reminder, always make sure to check the ingredients of sensory bin materials to make sure they are non-toxic and safe for play.

Many recipes for sensory play contain food coloring. If this is a concern, consider using natural dyes as an alternative coloring agent. Beet powder, turmeric powder, freeze dried strawberries, various teas, spinach, cinnamon, cocoa powder, hibiscus, and purple cabbage are all vibrant edible options to add some color to sensory play recipes. There are also conventional natural food coloring sets available on the market.

Sensory bins present an opportunity for independent play. New to independent play? Sometimes the best way to encourage the growth of independent child-led open-ended play is to just be present and observe. After observing, you might be surprised and learn something new about your child! Some children may crave more direction to get started - and that is okay, too! Maybe you can try modeling play by scooping and pouring alongside them. If you notice that your child doesn't want to get messy, that is okay, too! If they are experiencing a tactile aversion to something, don't be afraid to take it slow and don't force them to touch anything they don't want to. You know your child best! At GRCM, we love to ask open-ended questions to let the child take the lead in play. Here are some ideas to get you started!

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Sensory play is play that engages or stimulates the senses - touch, taste, smell, sight, and sound. Sensory play supports cognitive development in early childhood with physical, language, creativity, emotional, social, and mathematical development. A sensory bin is a container that holds different materials for children to explore sensory play.

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A slide show of different play ideas for children to do. also helpful hint of how to set up the play.

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Talks about children as listeners. What do children really learn when they are listening

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How to incorporate color into your loose parts. also giving examples of what you can use to show color.

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A loose parts form filled out, giving an example of loose parts presented to infants that I can reflect back on.

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some images and examples on how to set up loose part invitations.

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Lists ways we can make your materials more inviting. Gives ideas on how to display or arrange your items.

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Gives a list of preschool equipment to have accessible to children. Gives you the items and the quantities of the item to have.

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Creative Curriculum Preschool Equipment List

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Has an organized list of how you show how organized your materials in your classroom for the children.

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Explains why the physical environment is important in play. Lists some different learning environments. List some materials and equipment to have accessible for children.

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Gives an overview of play and exploration. Gives ideas about creating an environment. Offering materials that are accessible to children.

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Gives ideas of creating a 'yes' environment. Explains how to use your environment and play with the materials provided by the environment.

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This reading talks about infant and toddler, development. It gives 8 considerations for quality environment for infants and toddlers.

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Infant Toddler Spaces Design For A Quality Classroom

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This link explains in short why routines are important for infants and toddlers.

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From morning routines to workout routines, our lives as adults are filled with everyday routines that help keep us on schedule. Children also need to have predictable routines that have room for flexibility, especially infants and toddlers. Here are three main reasons why routines for mealtime, nap time, playtime, bedtime, cuddle time, etc. are important for infants and toddlers:

1. Routines give infants and toddlers a sense of security and stability.

Routines help infants and toddlers feel safe and secure in their environment. Young children gain an understanding of everyday events and procedures and learn what is expected of them as routines make their environment more predictable. Routines can also help infants and toddlers become more trusting of you as a caretaker if their routines are effective and they feel comfortable in the environment.

2. Routines influence infants and toddlers' social, emotional, and cognitive development.

Infants and toddlers who have effective routines are often more engaged with their environment and the people around them. Young children learn to anticipate changes in routines, and they slowly become more independent as they learn what each routine entails. If routines are predictable, have appropriate transition cues, and have room for flexibility, routines will also help reduce challenging behaviors (tantrums, hitting, biting, etc.) in infants and toddlers and in older children.

3. Everyday routines can be used as teachable moments.

Everyday routines are full of learning opportunities for young children. For example, you can start teaching children the importance of washing their hands before eating or the importance of brushing their teeth. You can also use these everyday routines as opportunities to talk with young children and help them develop their communication skills.

Be sure to browse our Infant and Toddler section of the website for a variety of furniture, supplies, and educational materials you can use to help infants and toddlers explore and learn safely.

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Why Routines Are Important for Infants and Toddlers | Kaplan Early Learning Company

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From morning routines to workout routines, our lives as adults are filled with everyday routines that help keep us on schedule. Children also need to have predictable routines that have room for flexibility, especially infants and toddlers. Here are three main reasons why routines for mealtime, nap time, playtime, bedtime, cuddle time, etc.

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Individualized Care Routines and Daily Schedules

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Individualized Care Routines and Daily Schedules

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This link goes further in depth in why routines and daily schedules are important for children. Giving samples of a schedule for infants.

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Individualized Care Routines and Daily Schedules

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Download the articleIndividualized Care Routines and Daily Schedules.

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This print out is short and straight to the point. It provides an organized list and would be a good template to use when constructing a schedule.

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This article provides ideas for visual schedules for challenging behaviors. Also giving you tips for using photographs to create your schedule

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This article gives you samples of daily routines for your class room. It also provides you with components to add to your classroom routine.

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This goes more in depth about why loose parts are important for children. They also explain what a teacher role is with loose parts.

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'Loose parts' are ordinary, everyday, open-ended materials that can be manipulated and used in various ways, moved, carried, shared, combined and taken apart in various configurations and designs. There are no specific directions accompanying the materials and many various outcomes are possible from their use. They have high affordance value in terms of what they can offer or provide to support children's play, exploration and cognitive development, and can be easily transformed with children's imagination. Examples are pebbles and leaves, ribbons, buttons, ropes, pot plants, figurines, chalks, papers, blocks and plastic pipes.
Loose parts are often provided in art areas, providing children with opportunities to extend their ideas through art, sculpture and collage. However, creative expression can be encouraged in all areas of the early childhood setting, for example, as children arrange rows of sticks outside. Loose parts can also be larger parts for making structures, such as tyres, moveable blocks, platforms, ladders, and straw bales, and also include natural elements such as water or sand.

What is heuristic play?

Heuristic play is exploratory play with materials and objects. Children handle, explore and make discoveries about the properties and features of objects, and develop ideas for how they might be used or combined and how they relate to each other. For example, children might explore a set of balls, pom poms and other spherical objects alongside a range of containers and tubes. Heuristic play is sometimes provided via a 'Treasure Basket' for infants who are able to sit but are not otherwise mobile.

Why should I use loose parts with children?

Materials are theorised to be highly important in the formation of neural networks in the brains of very young children because they stimulate the senses. The ability to focus, sustain attention and identify salient features are activated and practised when children are provided with stimulating open-ended materials. These early skills are the foundation of later learning. The principle of loose parts is also underpinned by beliefs about the competency, skill and creativity of children. They can cater for all of the interests, strengths and cultures of diverse children, and children can create environments that suit their current skills. In practical terms, using loose parts in your curriculum also encourages the reuse and recycling of objects.

The small body of empirical research that has been conducted on outcomes for children as a result of the use of loose parts suggests that, in relation to outdoor play at least, outcomes for children include an increase in:

engagement in a greater variety of activities and versatile play, and particularly constructive play and dramatic play through affordances for designing dramatic play spaces

more complex play narratives

social interaction and play with peers

complex verbal and nonverbal communications including negotiation skills

diverse risk-taking behaviours

In addition, the use of loose parts and malleable environments is thought to:

Stimulate sensory perception, and enable children to develop their powers of discrimination using their senses. Discriminatory skills are needed for identifying similarities and differences and for categorising objects.

Stimulate discovery, both of the properties, possibilities and limitations of materials and also children's understanding of what they can think and do as learners. Moving, manipulating and combining materials into diverse things with multiple meanings, and applying understandings about the properties of materials and what can be done with them, encourages higher levels of critical thinking and stimulates increased flexibility in children.

Promote a range of cognitively complex play, including physical play, dramatic play, games with rules and construction play, and extend children's length of engagement in play, by injecting novelty into play environments.

Provoke creativity and imagination in terms of attributing objects with functions and meanings, such as turning a crate into a boat. Imagination underpins creative problem-solving and enables children to synthesise and apply knowledge as part of meaning-making and sense-making.

Allow children to develop their own ideas and inquiries, which enhances their autonomy, self-direction and self-knowledgeand supports feelings of pride, self-efficacy, and self-esteem. Making choices from the many possibilities available to regulate play can encourage regulation skills and help children learn how to make good choices.

Develop language and vocabulary for new objects, experiences and play scenarios, and stimulate rich conversations and storytelling.

Develop early numeracy skills through providing a context for sorting, classifying, combining and separating objects, for mathematical skills such as counting, measuring and sequencing, and for risk-taking skills and problem-solving.

Provide a context for the development of both fine and gross motor skills

Promote social interactions and conversations. Open-ended play with other children involves communication, negotiation, cooperation, leadership, and decision-making.

What is the teacher's role?

Incorporating loose parts into your curriculum is not as simple as adding the parts to the children's learning space. It is important to consider what to provide and how to present it in order to connect with children's learning needs and interests, or loose parts may be ignored or used inappropriately. Be aware that it can take time for children to adjust to loose parts if this approach is new to them.

Tips for planning and organisation:

Select materials thoughtfully. Ensure materials are capable of arousing children's interest and attention. Research shows children attend to novel objects but are easily bored once an object has lost its novelty, and a lack of appropriate or interesting items can lead to lower interest, engagement, concentration and creative play with objects. However, some infants and toddlers may like to return to favourite items.

Intentionally present loose parts as provocations or invitations to interact with the materials. Aim for provocations that inspire children's exploration and discovery, question-asking, theory-testing and deep thinking and that promote either individual or group investigations.

Make loose parts visible and accessible for children to give children choice about what to use, how and when. Provide dedicated spaces for using the materials by using trays, mats or rugs (carpets can dampen noise).

Provide enough resources to allow for complex play and reduce frustration and conflict, but not so many that it becomes overwhelming or overstimulating. Heuristic play approaches recommend collections of 50 items of five or six types (such as pine cones or ribbons) for a group of six children. Infants using treasure baskets can manage around 80-100 diverse items and a greater variety of objects is more stimulating for infants' brain development.

Use a reflective, responsive and intentional approach, for example, observing children's explorations and selecting loose parts to expand them. Think through what children might do with the materials (try out materials yourself to see how they behave) and consider how to encourage children to engage for more than a few minutes. Experiment with different ways of setting out materials and see how children respond. Different arrangements will shape how children perceive and attach meaning to the materials, and children will play differently with the same materials presented on a tabletop, on the floor, inside and outside.

Regularly replenish, change and add to loose parts. Consider having a designated person responsible for maintaining loose parts collections. Encourage familiesto help you acquire and replenish loose parts, which also models sustainability values. Send out a written note with a list of suggested items to collect. Keep loose play parts in quality condition and present them attractively.

Ensure safety by checking items are safe, and by being physically present and attentive when children are using items.

Your role during play:

Children and teachers can use materials together for the greatest influence on learning. With older children, teachers might have intention for the materials and invite children to focus their attention on particular features, or wonder about meanings and significance together with children, or help children relate actions and properties to previous or future events. With infants and toddler, teachers' interactions may be distracting, so consider a more unobtrusive presence.

Give children plenty of time to explore the properties of loose parts and experiment with different possibilities, which leads to more complex play.

Observe children and be intentionally focused on the child (with eyes and mind), to discover their current learning interest, level and needs. Try to identify children's ideas, theories and interests in using loose parts,and look for patterns of action and behaviour (schemas), especially with infants and toddlers.

Model appropriate play for children who are not showing initiative in using the materials. You might discreetly offer children alternative materials, such as a smaller ball if they are struggling to fit a larger ball down a tube. Encourage place-making such as making houses, dens, shops, with paths, furniture such as seats, and smaller items. Encourage children to add to these over a period of time.

Allow children to develop their own ideas, support their observations, discussions, explorations and meaning-making, and respond to requests for support. Offer children opportunities to move loose parts around the play areas and be supportive when they invent new uses for loose parts.

Reorganise materials when they become muddled to make it easier to see what is available and to suggest new play ideas, and encourage children to help sort objects back into their containers at the end of play to encourage early mathematical concepts as well as language development. Ask questions like 'Can you find the blue/big shells?' and 'Can you make sure the tins are empty?'

How might I inquire into the use of loose parts at my setting?

If you are already using loose parts with children, find out what learning is happening by examining portfolios and observing children at play. Find out which collections of loose parts, or which areas in which loose parts are available, are preferred by children by talking to children or asking them to take photographs. Consider how teachers interact with children in regard to loose parts and what impact this has on their learning. Question your assumptions and ask yourself how you could investigate what children are gaining from your current loose parts provision.

You might investigate your practice further by making intentional changes to your loose parts provision. Choose one or two small and specific areas to investigate more deeply. What hunches do you have about what is going on? For example, do you have a hunch that children are not using loose parts because they do not connect well to children's current inquiries? Do you think there might be a connection between teachers' lack of engagement with the materials and children's lack of interest? Use your hunch to determine what action to take in order to help you to investigate it. When you are ready to experiment, take systematic and targeted action focused by goals for your teaching practice as well as for children's learning. Keep in focus the intended outcomes you have for children's learning rather than focusing on specific loose parts or activities with them. Monitor the impact of your changes by focusing observation on your intended goals by, for example, creating an observation tool that lists the elements important to your inquiry.

Further readingDaly, L., & Beloglovsky, M. (2015). Loose parts: Inspiring play in young children. St. Paul, MN: Redleaf Press.

Flannigan, C. & Dietze, B. (2017). Children, outdoor play and loose parts. Journal of Childhood Studies, 42(4), 53-60.

Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of play equipment and loose parts on preschool children's outdoor play behaviour: An observational study and design intervention. Children, Youth and Environments, 18(2), 36-63.

Sear, M. (2016). Why loose parts? Their relationship with sustainable practice, children's agency, creative thinking and learning outcomes. Educating Young Children, 22(2), 16-19.

By Dr Vicki Hargraves

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Materials for play: Why open-ended loose parts are important - THE EDUCATION HUB

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'Loose parts' are ordinary, everyday, open-ended materials that can be manipulated and used in various ways, moved, carried, shared, combined and taken apart in various configurations and designs. There are no specific directions accompanying the materials and many various outcomes are possible from their use.

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This explains the benefits of loose parts in play. It also give examples and ideas for the classroom.

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If you see children being engaged in loose parts play, you can see for yourself many of the obvious benefits. Children get really involved, much more so often than in adult-led activities. They seem to be having fun, and surely learning at the same time. But have you ever wondered, what are the benefits of loose parts play for children?
Loose parts play develops skills across the whole curriculum. It is child-led, and helps children strengthen their independence and sense of self. It helps children observe, enquire, investigate, construct, deconstruct and engage with both others and the world around them.
Loose parts play has many benefits, both for the child and for the adults involved in it. For example, it is low cost and easy to set up. Also there have been quite a bit of research into its effects that have discovered positive findings (Source).

I will look at some of the main benefits that it offers for both adults and children, and why it's definitely worth giving a go if it's not something you have tried out before.

I have tried to limit myself to what I think are the main fourteen benefits, but you could probably think up at least a hundred if you wanted to!

1.Important In The Modern Age

Loose parts play is timeless, and its benefits will have been the same in the past as they are now. However, many of those benefits are especially important in the modern age, as childhood is impacted heavily by a range of issues.

Loose parts play has never been so important. There are many issues that impact on childhood in the modern age such as:

Technology

Less family time for many families

Less space/ability for children to play outside

Children's time is often micro-managed

Loose parts play offers many advantages in countering some of these issues. These include:

It develops imagination

It connects children to reality and the real-world

They get to set their own agenda in their play

They create their own games and narratives

They interact with others and talk about their experiences

It creates language-rich play where vocabulary and conversation are at the forefront

And this really only is the starting point!
Example: Some children create a river with a sheet outside, and put sticks over the river as a bridge.
2. Economy

Loose parts is one of the most frugal systems of early learning.

We live in times of serious cuts in educational funding, and widespread issues in the economy of many countries. This means many schools and families are looking for solutions that are as minimal in cost as possible.

Loose parts play is perfect for this.

At most, you only need quite a small budget to source some materials. Realistically, a wide range of resources you will be able to find, or have lying around in your house or setting anyway. To find a list of at least 100 materials you probably will be able to find really easily then check this article out.
Examples of places to source loose parts:

1. Speak to local businesses to see if they would support you in providing crates, pallets, cable reels, gutters, or anything else you can think of

2. Visit charity shops or junk-yards

3. Ask for donations of loose parts from families or friends

4. Look out for bargains on free sites

3.They Don't Get Bored

Loose parts play offers a way of surrounding children with the same kind of resources day in day out, but that can be used in a multitude of exciting ways.
Example: Some boys find some conkers outside. The first day they are eyeballs left by the zombie. The next, they become gold coins that they must bury under the soil. This is the treasure. Next day, they're pebbles. Next day, they're snooker balls...etc etc...
4. Independence

Loose parts play is mostly child-led, and this has a tremendous impact on independence. Children get to set the agenda, think up their own ideas, and just generally think for themselves.

They become masters of their own universe, makers of their existence.

Many children these days have much less independence than they had in the past. For example, they don't get to walk to school by themselves, play out, or roam the local neighbourhood like children in the good old days.

Loose parts play reasserts the balance!
Example: A couple of girls playing with sticks outside enjoy the thrill of inventing their own idea of building a den for a hedgehog and set to work!
5. Supports Creativity

Because there is no-one to tell you how to use the things you are playing with, it supports the need to develop your own ideas.

Children come up with ideas, take on roles, speak in different voices, build imaginary objects, and inhabit fantastical worlds.

Most toys in the modern age have a definite purpose or function. From computer games, to electronic toys, to plastic figures, what to do with toys is clear and children aren't given any licence to explore their own ideas.

This is not the case in loose parts play. When all you are faced with are a few stones and some sticks, for example, you need something to bring it all to life. That something is your own creativity!

Children start to see possibilities in objects...

They become characters of settings

They become magical tools or symbols of power

All in all, objects change into other things, but that takes creativity and imagination to be brought into existence.
Example: Some children use a box as a magic carpet. They sit in it and travel to far-off magical worlds.
6. You Can Use It As A 'Hook'

Loose parts can be a great starting point.

It can be used with even children much older than 5, to spark interest in an activity. For example, get them to create transient art portraits, and then write a description of the character they have made.

Other ways you can use it as a hook include:

Creating largescale figures, and giving them a name and character description

Use objects to explore adding or number bonds, and then later start to record them.

These are just a few ideas that are included in my in-depth article - 40 Fantastic Loose Parts Play Ideas.
Example: Some children create a picture of an alien planet in the ground using stones and sticks in mud. The adult gets them to them label parts of the picture.

7.Gross And Fine Motor Development

They will be fiddling and balancing, sorting and positioning. All in all, the perfect formula for gross and fine motor development.

Children pick up screws and beads.

They post jewels into pots, or use tweezers to manipulate seeds.

They can use things like geoboards, manipulating rubber bands and hair bobbles. You can find the best 16 geoboard activities to try here.
Example: Some children use tweezers to pick up black-eyed beans, and push them into some playdough.
8. Develops A Feeling Of Achievement

Sometimes their play might be slightly risky. For example, they might make a 'bridge' made of sticks over a muddy puddle. Getting across to the other side provides a thrill, and a sense of overcoming the odds.

There is an excitement in coming out on top.

There can also be that sense of achievement you get if you carry out a difficult task as part of a team.
Example: A group of children try to balance some shells in a stack. They keep falling over, but in the end they all make a tower of shells. It feels great!
9.Problem Solving

There will always be obstacles to overcome in loose parts play.

What object could symbolise a poisoned apple in your narrative? How can you build a house for the injured bird?

Things will fall over, or not be long enough, or be too heavy, and you have to think to get past these issues.

How can you find objects to symbolise other objects?

How can you build a structure using what you can see?
Example: A girl has made a transient art picture of a house using found objects. She can't find anything for a chimney. After searching the outside area, she finds some large stone, and she uses leaves for smoke coming out of it.
10.Supports Taking Risks

Risky play provides a thrill for children in encountering danger through many controlled ways. It helps them develop emotionally and psychologically. Risky play has a huge number of benefits for children.

There is a strong practical link between loose part and risky play, and many loose parts learning has a low-level of risk that you should be aware of.

For example, children build towers and structures outside using different materials, and then they will climb or walk along them.

They will explore difficult terrain, such as muddy ground, steep inclines, or maybe climb limbs of branches. This could be searching for loose parts, or using loose parts as part of their play, for example using a stick as walking stick, or following a 'map' made of loose parts. If you want out what this kind of play looks like, then check out this article about 25 examples of risky play.
Example: Some children stack some crates up outside. They help each other to climb up the 'tower', checking first that it is not too wobbly.

11.Develops Concentration

Children will get wholly involved in good-quality loose parts play. They will be engrossed in a way that it is hard to replicate through adult-led activities.

Because they lead their own play, it gets children fired up in a unique way.

Babies and toddlers can explore treasure baskets, and investigate and explore.

Older children can be involved for a huge amount of time designing structures, hunting for materials to create something, or involved in a long narrative involving loose parts.
Example: A two-year old packs some material into an old cardboard box, and then removes it, repeating this again and again. They do this for more than twenty minutes.
12.Emotional Development

Children will take on roles. They will learn about the world and those around them.

They will develop in confidence and self-esteem, and start to understand that they are capable of great things.

They act out stories and dialogues, and this expands their knowledge of how the world works, and how people react emotionally to different situations.

Children create faces and portraits and explore the different emotions that these can portray and what they mean.

Playdough is brilliant to use alongside loose parts, and playing with dough has many emotional benefits for children.
Example: Some children use stones, sticks and leaves to make a picture of an evil witch on the ground. They give her a name, and make up a story about her.
13.Conversation And Language Development

This is a massive benefit. Vocabulary acquisition is seen by research as one of the key skills present in children that will have an economically positive life.

In loose parts play, there is often questioning, narrating, taking on roles or voices, talking through ideas, negotiating and imagining.

Children talk about what they are doing.

They share ideas, make up funny voices, explore language they have just learned, or even make up words and phrases to describe what is going on. All in all, good quality loose parts play is one of the richest language interchanges you will ever see.
Example: Some children make a treasure map using loose parts. They take on pirate voices as they do it, and talk about the adventures they will have.
14. Develop Skills Across Curriculum

As we have mentioned before, loose parts play develops skills across everything - literacy, maths, PSED, art, science, and many more.

It is cross-curricular and many skills will be present in one learning experience.

For example...

You can develop skills in literacy by creating characters from loose parts. You can act out narratives from stories, or parts of books using random objects.

Children learn fine motor skills in manipulating loose parts.

They develop conversation and vocabulary skills as they interact with others.

They engage in art and design by building, creating, and making pictures with objects.

They learn about the world by examining natural loose parts, and seeing how things float, roll, stack, and many other skills.

If you want to check out the best 40 loose parts play activities that cover the whole curriculum, then take a look at this article.
Example: Some children create loose parts portraits of The Gruffalo using a range of loose parts inside portrait frames.
Conclusion

If you haven't already, it really is time to give loose parts play a go. With just a few simple objects to start with, it provides a really cheap and fantastic remedy to life as a child in the modern world.

Children develop ownership of their own learning and of their lives.

Top Tips About The Benefits Of Loose Parts

1. It is cheap or free

2. In our technological society, it provides skills that may otherwise not develop

3. They don't get bored

4. It is child-led

5. You can develop skills across the whole curriculum.

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14 Benefits Of Loose Parts Play With Examples | Early Impact Learning

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If you see children being engaged in loose parts play, you can see for yourself many of the obvious benefits. Children get really involved, much more so often than in adult-led activities. They seem to be having fun, and surely learning at the same time.

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Loose Parts- What Do Children Learn From Loose Parts Play?

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Loose Parts- What Do Children Learn From Loose Parts Play?

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This link explains what children learn from using loose parts in their play. And explaining what the teachers role in loose parts are.

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Let's talk loose parts! When I was in the classroom, loose parts were one of my favorite elements of the Reggio Inspired approach to implement! My hope is after reading this post, you will need no explanation as to why that was.

Loose parts are materials that can be moved all around the room and used in endless ways. There are essentially no limits to what can be used, but I have created a Loose Parts Guide that you can download here loose-parts-guide-1 if you wish to have a list to get you started.

The versatility of these materials provides children with virtually endless ways to create. Access to a variety of transient materials during play and exploration aids in the following:

Problem Solving

Engineering

Creativity

Concentration

Hand-eye coordination

Fine motor development

Gross motor development

Language and vocabulary building

Mathematical thinking

Scientific thinking

Literacy

Social/emotional development

The list goes on and on...

You may be thinking, "Well that sounds great, but I don't have the funds to gather all of these materials." That's the beauty of loose parts, they don't have to be purchased at the store! Most items you already have lying around your house. If you don't, someone in your family does or your students' families! Also, most of the local hardware stores are willing to donate materials such as pvc pipe they have cut but can't use or old wire spools. Don't be afraid to ask!

One of the biggest challenges I hear most teachers face or worry about is managing loose parts. My tips for this are simple:

Start small - offer limited materials to begin with and slowly add throughout the year

Modeling - show and practice how to get the materials out and how to put them away

Labeling - take a pic of the material in the basket it belongs in and tape the picture where ever it is you want that basket to stay (Don't forget to take a new pic if you change materials out)

This is where the magic happens! You will find in your observations that each child will use the same material in a different way. A stick to one child might be a flag pole added onto their construction site, but to another it might be used to stir a pot. The beauty lies in allowing the children the freedom to explore the materials, use them as they wish (as long as they are being safe), and take them to any area of the classroom they feel the need to.

During the time the children are exploring loose parts, the teacher's role is to serve as observer and researcher as well as to provide language. Loose parts play is a wonderful time to observe and assess what the children are playing with and how they are playing. I kept a stack of post-it notes with me and would jot down important observations during this time. Later, I could go back and record on the Student's Observation Checklist. You can download yours here student-observation-checklist-1

I have added a short video clip of a 3-4 year old class deeply engaged in loose parts play with clay. You can watch it here.
After watching, comment with what you noticed about the learning taking place!

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Loose Parts - What Do Children Learn From Loose Parts Play?

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Loose parts are a key element in the Reggio Approach, but why? What can be learned through loose parts play? Let's look deeper into loose parts play.

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Outdoor Play and Learning: Loose Parts Routines

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Outdoor Play and Learning: Loose Parts Routines

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This video shows children using loose parts outside. Also following the child's lead in play.

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Outdoor Play and Learning: Loose Parts Routines

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Incorporating Loose Parts in Early Childhood Classroom to Promote STEAM

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Incorporating Loose Parts in Early Childhood Classroom to Promote STEAM

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This video shares what loose parts are. The also give you different ideas and to visually show you what children can do with loose parts.

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Incorporating Loose Parts in the Early Childhood Classroom to Promote STEAM