# data[].attributes.headline
PS.1.1.1 Understand how force (push/pull) affects the motion of an object

# data[].attributes.subject
PS.1.1.1 Understand how force (push/pull) affects the motion of an object

# data[].attributes.body
Utilize senses and manipulation to gather information through trial and error.

Experiment with how objects work together to create movement through force.

# data[].attributes.headline
PS. 1.1.2 Use accessible materials to investigate motion based on force

# data[].attributes.subject
PS. 1.1.2 Use accessible materials to investigate motion based on force

# data[].attributes.body
Use various materials selected for size, weight, diverse texture, and ease of use to explore the properties of materials as they relate to force and (possible) motion.

# data[].attributes.body
texture

properties

shape

creativity

senses

imagination

problem-solving

persistence

investigation

# data[].attributes.body
How can these objects be used to create motion?

What happens when force is applied to these objects?

Which objects work best together to create motion through force?

What can you design using several objects to cause them to move?

What are the different ways the objects move?

Can any of the objects move without touching them?

# data[].attributes.headline
Nuts, bolts, magnets, paper clips, rulers

# data[].attributes.subject
Nuts, bolts, magnets, paper clips, rulers

# data[].attributes.body
Magnetic materials allow children to discover that force can occur with direct and indirect contact. Magnets can cause a push or pull motion with indirect contact, and nuts and bolts can be forced together through direct contact.

# data[].attributes.body
Marbles, rulers, and blocks can be used to create inclined planes and explore how force and velocity are connected.

Using multiple marbles to create contact with one another demonstrates that force is transferrable.

Blocks can be stacked and collapse with outside force or unstable engineering.

# data[].attributes.body
Children can use fine motor skills to create motion through direct force (hands), and adding unbolted nuts to a string can create motion through hand movement.

Students investigate how objects move differently despite using direct or indirect force.

# data[].attributes.body
TeachKloud's loose parts play highlights the use of loose parts as avenues for students to follow lines of inquiry using their chosen process without prescribed use guidelines.

# data[].attributes.attachment_link.provider_name
TeachKloud - Cloud Based Pre-School & Childcare Management System Online

# data[].attributes.attachment_link.readable_text
When children interact with loose parts, they enter a world of "what if" that promotes the type of thinking that leads to problem solving and theoretical reasoning. Loose parts enhance children's ability to think imaginatively and see solutions, and they bring a sense of adventure and excitement to children's play. Brief history of Loose Parts Play
Loose Parts Play has been around for as long as children have been playing. Think back to when you were a child. What do you remember? Maybe hunting for acorn tops to use as hats for fairies, or collecting shells on the beach? Perhaps you remember creating forts with sticks and rocks? Without realising, you were engaging in Loose Parts Play. Loose Parts Play is a natural and organic way that children use and manipulate materials around them.

The father of loose parts play, and the man that coined the phrase, is architect Simon Nicholson.

In his article, How Not to Cheat Children The Theory of Loose Parts , Nicholson argues that creativity is "not just a characteristic of a gifted few" and that all children are playful and inquisitive when given the opportunity ( , 1971).

Nicholson believed that by giving children access to a range of loose parts they would reach their creative and inventive potential. He argued that:

"In any environment, both the degree of inventiveness and creativity, and the possibility of discovery, are directly proportional to the number and kind of variables in it" ( , 1971).

In simple terms, the more open-ended loose parts in the environment, the more creative and inventive children can be.
What is Loose Parts Play & why it matters?
Play is vital for children. Play allows children to make sense of the world around them, explore new ideas, learn how to interact with others and, most importantly, have fun. That is why we have created a video series on using Loose Parts in any educational settings, specifically with children here!

This means that as parents and educators, we have a duty to ensure that our children are given the opportunity to play in the most meaningful and beneficial way possible.
"a process that is freely chosen, personally directed and intrinsically motivated." ( Play England 2004
Loose Parts Play supports this definition. It gives children control over their play and the opportunity to explore their environment in a way that is meaningful to them.
Items and materials that children and young people can move, adapt, control, change and manipulate within their play." ( Oxfordshire Play Association
The Oxfordshire Play Association describes Loose Parts Play as involving:
Benefits of loose parts and open-ended play
The items involved in Loose Parts Play do not have one set purpose and can be explored in many different ways. Each child may choose to explore loose parts in a totally different way.

A collection of stones may be used by one child to build a tower, by another child as an enclosure for animals and by another to create repeated patterns. All of these processes are of value.

Loose Parts Play addresses the needs of the whole child. It has a positive impact on:

Loose parts play is inclusive. The way that each child interacts with loose parts is different and therefore tailored to the ability and needs of that child.

We want to prepare our children for the future, but we have very little idea of what that future will look like. The world around us is constantly changing. If we think back to our own childhoods, we would never have imagined the advancements in technology that have taken place.

How can we prepare our children for the future if we have no idea what it will look like?

The answer to the question is this: rather than focusing only on imparting knowledge and content to our children we must also provide them with skills.

The Statutory Framework for the Early Years Foundation Stage states that early years practitioners must create learning opportunities for children to develop the characteristics of effective learning. These characteristics are:

Loose Parts Play supports these characteristics. It encourages skills, questioning and engagement.

Loose Parts Play can also be used to develop children's knowledge and understanding in specific areas of the curriculum.
"Children acquire their first maths skills and understanding of numerical concepts when they manipulate small loose parts, like blocks and bottle caps, by sorting and classifying and combining and separating them" ( Daily and Beloglovsky Play as a process / setting up the provocation
The link between Loose Parts Play and maths is the most obvious. Loose Parts Play allows children to develop a deep understanding of many important early maths skills.

Daily and Beloglovsky advocate the use of loose parts for maths learning:

Although links to other specific areas of the curriculum may not initially appear as obvious, Loose Parts Play can be used to enhance learning across the whole curriculum.

Children need to be able to access loose parts freely and independently.

Present small loose parts in baskets or trays. Place them on open shelving, ideally at the level of the children.
Examples of common loose parts in the everyday learning environment
Ensure that loose parts are present both inside and outside the learning environment.

Tinker trays are great way to present small loose parts. They are trays divided into several compartments. Loose parts can be placed in the compartments and left out for children to explore. Muffin trays are a great household alternative to tinker trays.

Large loose parts are usually found outside, as most homes and schools have limited space. Again, make sure large loose parts are easily accessible for children. Provide items such as wheelbarrows, carts or buckets for children to transport large items around the space.

Loose parts can be split into two main categories - natural and man-made. Provide both natural and man-made loose parts in your learning environment to create a rich hands-on learning experience.

Natural loose parts include, but are not limited to, items such as: conkers, stones, shells, pinecones, acorns, seeds, sticks, feathers, leaves, sand, logs, tree stumps, bamboo.

Man-made loose parts include, but are not limited to, items such as: ribbon, buttons, glass pebbles, curtain rings, bottle tops, material, nuts and bolts, playdough, felt balls, cardboard boxes, cans, pipes, tyres, crates, guttering.
Risk assessment of loose parts
When thinking about the availability of loose parts in your learning environment it is important to consider their size. Ensure that both large and small loose parts are present. Large loose parts may be more difficult to store and look less appealing, but they are vital to Loose Parts Play. Children use large loose parts to create structures, dens and enclosures which they will then take the smaller loose parts into.

In his essay, The Ugly Side of Loose Parts , Marc Armitage advocates for the importance of large loose parts:

"'Big loose parts'...are an essential element in a play setting if children are going to get the best out of using loose parts as these are the materials with which children make their own caves...The 'small loose parts' (such as beads and shells) are still important as they often act as the props that are taken 'inside the cave', contributing to a pretend play episode taking place there. But without the big ugly looking stuff the power in those more aesthetically pleasing, neat, tidy small loose parts is diminished." (Armitage, 2018)
Our role in children's Loose Parts Play
Loose parts are not toys bought in a shop. We can mitigate the risk of playing with loose parts, but we cannot remove the risk completely.

It is important to be mindful of the age of children in your setting when providing loose parts. Small loose parts present a choking hazard for young children. Supervise children at all times and provide items of an appropriate size for the age of the children.

Ensure loose parts are cleaned before being placed in your learning environment. Check for sharp edges on items such as wooden planks or guttering. Where appropriate sand down items and check frequently for any damaged items which should be removed.

As parents and educators, we are used to telling children what to do and how to think. However, in Loose Parts Play, the role of the adult is quite different.
Where can we get loose parts from?
We are not there to impart our knowledge or way of thinking onto children. We are there to provide learning opportunities and materials for children to access and explore in their own way and own time.

If we are invited to play, questioning is one of the main tools we should use. Questions can be used to extend learning and encourage children to think about things differently.

Helping children to overcome difficulties or problems is a natural instinct. However, if a child is encountering difficulties don't rush in to help. Let the child work out the problem themselves. This may take time, but the sense of achievement and self-worth will be greatly increased.

Loose parts are easily available and cost very little, or are even free.
The role of reflection
Raid your recycling bins, sewing boxes, and charity shops. Save the ribbons from birthday and Christmas presents or the packaging from your latest online order.

Next time you go for a walk, to the park, or visit the beach take a basket with you to collect items that you find.

It is also worth reaching out to parents and guardians to ask for donations of loose parts.

We need to constantly observe children in the learning environment. This will help us reflect on what is working and what is not.
Key tips / summary for educators and parents
Watch the children closely. What are they doing? What are they drawn to? What are they finding tricky? How could you adapt the loose parts in the environment to help them with their learning?
Watch the Loose Parts Play Video Series Bibliography
Always have a notebook with you to briefly record observations. Our days are busy and small observations can often get forgotten. Using a smart phone or tablet (with the appropriate safeguards in place) to take photographs is another quick and easy way to record an observation you may want to discuss later.

Remember the learning environment ultimately belongs to the children. They are the ones who use the space and interact with the materials in it. Talk to them about what they like and what they think needs to be changed. When given the opportunity to present their own views, even the youngest children will surprise you with the insightfulness of their thoughts.

Loose Parts Play involves open-ended resources which can be moved and manipulated by children. The materials in Loose Parts Play have no defined use.

Loose Parts Play has many benefits for children. It has a positive impact on children's behaviour and learning.

Loose parts can be natural or man-made, large or small. It is important to provide a wide range of loose parts.

Loose parts are not toys and so present some risks. Always supervise children when playing with loose parts and ensure they are suitable for the age of the children.

Create an enabling environment where children can access loose parts independently.

Present loose parts in open baskets, tinker trays or in a provocation.

Observe children playing with loose parts and always wait to be invited to join. Do not to take control of the play.

Provisioning your setting with loose parts, even though they are humble, can be momentous.

1. Armitage, M. (2018) The Ugly Side of Loose Parts . Available at: https://www.marc-armitage.com/blog-archive/the-ugly-side-of-loose-parts_111s56

2. Casy, T. and Robertson, J. (2019) Loose Parts Play A Tool Kit . Available at:

3. https://www.inspiringscotland.org.uk/wp-content/uploads/2019/07/Loose-Parts-Play-Toolkit-2019-web.pdf

4. Daily, L. and Beloglovsky, M. (2015) Loose Parts Inspiring Play in Young Children. St. Paul: Redleaf Press. https://books.google.ie/books?id=vC3oCAAAQBAJ&printsec=frontcover&dq=loose+parts+play&hl=en&sa=X&ved=2ahUKEwjm3dG39sbuAhXStHEKHbd2CTEQ6AEwAHoECAYQAg#v=onepage&q=loose%20parts%20play&f=false

5. Daily, L. and Beloglovsky, M. (2016) Loose Parts 2 Inspiring Play with Infants and Toddlers. St. Paul: Redleaf Press.

6. https://www.google.co.uk/books/edition/Loose_Parts_2/UMKqDAAAQBAJ?hl=en&gbpv=1&dq=loose+parts+invitation+to+play&printsec=frontcover

7. England, L. (2019) Looking for Learning Loose Parts . London: Bloomsbury Publishing. https://books.google.ie/books?id=cWyoDwAAQBAJ&printsec=frontcover&dq=loose+parts+play&hl=en&sa=X&ved=2ahUKEwjm3dG39sbuAhXStHEKHbd2CTEQ6AEwAnoECAQQAg#v=onepage&q=loose%20parts%20play&f=false

8. Nicholson, S. (1971) 'How Not To Cheat Children The Theory of Loose Parts', Landscape Architecture , Volume 62, pp 30-34. https://media.kaboom.org/docs/documents/pdf/ip/Imagination-Playground-Theory-of-Loose-Parts-Simon-Nicholson.pdf

9. Oxfordshire Play Association. (2015) Loose Parts for Play . Available at: https://www.oxonplay.org.uk/?page_id=891

10. Play England. (2004) Play Work Principles . Available at: http://www.playengland.org.uk/playwork-2/playwork-principles/

11. Statutory Framework for the Early Years Foundation Stage 2017 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf

12. United Nations. (1990) Convention on the Rights of the Child . Available at: https://downloads.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_united_nations_convention_on_the_rights_of_the_child.pdf

# data[].attributes.attachment_link.title
Loose Parts Play: Play as a process - TeachKloud

# data[].attributes.attachment_link.description
Loose Parts Play When children interact with loose parts, they enter a world of "what if" that promotes the type of thinking that leads to problem solving and theoretical reasoning. Loose parts enhance children's ability to think imaginatively and see solutions, and they bring a sense of adventure and excitement to children's play.

# data[].attributes.body
Legends of Learning offers a variety of active and seated games that can be utilized to engage students with concepts of force and motion. Investigate objects and explore ideas about force.

# data[].attributes.attachment_link.readable_text
In this series of games, your students will learn that each force acts on one particular object and has both strength and a direction. Forces and Motion learning objective - based on NGSS and state standards - delivers improved student engagement and academic performance in your classroom, as demonstrated by research .

Scroll down for a preview of this learning objective's games and the concepts.

Concepts Covered

A force is a push or a pull on an object. Each force acts on one particular object. A force has both a strength and a direction.

Net force is the sum of all the forces acting on an object. When the net force on an object is zero, the forces are balanced. When the net force on an object is not zero, the forces are unbalanced.

Speed is the rate at which an object changes its position. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Motion is the change in the position of an object. Gravity is a force that pulls all objects on Earth down towards Earth's surface.

A preview of each game in the learning objective is found below.

You can access all of the games on Legends of Learning for free, forever, with a teacher account. A free teacher account also allows you to create playlists of games and assignments for students and track class progress. Sign up for free today!

# data[].attributes.attachment_link.title
Forces and Motion Science Games | Legends of Learning

# data[].attributes.attachment_link.description
Curriculum games for Forces and Motion, based on NGSS & state standards. Learn that Each force acts on one object and has both strength and a direction.

# data[].attributes.body
The NAEYC article on tinkering as a way to explore engineering concepts. Hands-on, playful, open-ended exploration emphasizes creative problem-solving.

# data[].attributes.attachment_link.title
Small Hands, Big Ideas: Exploring STEM Through Tinkering, Making, and Engineering

# data[].attributes.attachment_link.description
Practical insights and strategies to enhance STEM teaching practices.

# data[].attributes.body
The American Museum of Natural History asks, "What happens if you throw an object into the air?" and invites students to do a thought experiment on gravity as a force

# data[].attributes.attachment_link.title
Gravity: The Universe's Main Attraction | AMNH

# data[].attributes.attachment_link.description
Find out why a ball thrown in the air will return to the ground.

# data[].attributes.headline
NY Science Center Force & Motion Playground

# data[].attributes.subject
NY Science Center Force & Motion Playground

# data[].attributes.body
If in New York City, the NY Science Center's outdoor playground is built for young children to discover force, motion, balance, and other physics principles. How do these objects move, and why? How can you make them move? Use your own playground as an opportunity to talk about force and motion.

# data[].attributes.attachment_link.description
More than 450 permanent exhibits plus online learning resources for kids. New York Hall of Science offers engagement and delight for all ages.