When children engage in playing with loose parts, they encounter the materials in a unique way. Instead of perceiving the space or an object based on the adult’s intended purpose, children often interpret the experience in terms of affordances, which are the properties of objects that define their potential use.
American psychologist James J. Gibson, a key figure in visual perception, proposed that items possess values and meanings that are unique to the individual perceiving them. For instance, an adult might see a brick wall as a delineation or a clear boundary between two areas. However, to a child, a brick wall can serve as a pathway, a place to stack rocks, a seat, a balancing beam, or a platform for jumping (Gibson, 1979).
When we apply the affordances theory to our work with young children and the design of early childhood ecosystems, we can shift our focus to function rather than form. Function pertains to what occurs in the space or what children will do with an object, rather than its form (the artistic representation of the space or the object). Both function and form are intertwined and enhance children’s creativity and play.
Playing with Loose Parts, a form of ephemeral play is a crucial role in children’s understanding of affordances. By providing children with complete control over the objects, they expand their ways of knowing. Affordance theory guides us in designing ecosystems where the value of items and materials is determined by the children who play with them, rather than relying on adult-manufactured toys or equipment.
Loose parts have inherent variables that change as each unique child designs and creates with them. Playing with Loose Parts encourages children to explore and discover things independently, fostering their decision-making and problem-solving skills.
When children play with loose parts, they take full responsibility for their learning. They decide how to use the materials to express their ideas and thoughts. In this way, children breathe life into the materials, and their perception of a loose part influences whether and how they use it in their play. Affordances are directly linked to the action possibilities offered by the environment.
When observing Roman as he plays, we notice that he enjoys building complicated structures using mini tree stumps and mini tree cookies. In his play, he plays with Loose Parts and explores the varied affordances they provide. He often represents his home environment in his constructions. He is the only boy in a household of women and spends time exploring both gender roles.
He is usually seen using scarves to recreate a dress or long hair. He also uses a tool belt on top of his makeshift dress. He identifies with both gender roles; he knows that he has to fulfill certain expectations as a boy, but he also knows that the women in his life play a decisive role in his development. Roman has learned to respect women and tests what it is like to be female through play. His mother, grandmother, and aunt encourage his play. They want him to develop the skills of nurturing and creativity. His family realizes the importance of playing with Loose Parts and understanding the multiple possibilities the materials offer Roman.
The multiple affordances of Loose Parts make them a perfect vehicle to support the development of knowingness, or understanding who we are and how we interact with others. The open-ended qualities of playing with Loose Parts offer children every opportunity to explore aesthetic, artistic, scientific, and sociocultural discovery and experimentation. Playing with Loose parts transforms learning from a merely utilitarian process into an active and engaging intellectual pursuit.
Playing with Loose Parts – Curating Materials for Their Affordances
When you come across a Loose Part that piques your curiosity, it’s crucial to approach it with an open mind. Consider the various affordances it offers children. For example, a stick can be a sword for fencing, a digging tool, a fishing pole, or a baton for leading a musical parade. By embracing this open-minded perspective, we can better understand and appreciate the diverse ways children engage with Loose Parts.
What is important is that as educators, we suspend our own perceptions and make room for our childlike capacities to guide us in finding Loose Parts. Educators must be open-minded about the Loose Parts and refrain from defining a particular purpose or meaning. Even our adult concern for safety may limit us from allowing children to explore the Loose Part, which offers children full affordances.
The book ‘Not a Stick’ by Antoinette Portis, a children’s book that explores the imaginative uses of a stick, illustrates the difference in affordances adults and children give to an object. As in the book, educators can take one loose part and imagine all the object’s affordances. We invite you to explore each object’s possible affordances before adding it to the environment. This type of play can also enhance your creativity and enjoyment.
Example of Affordances When Playing With Loose Parts
The affordances of a stick are:
- It is a fencing sword to fight dragons.
- It is a writing instrument to note my name in the sand.
- It is part of a cage to contain my monster.
- It is a cane to help me walk.
- It is a baton to direct and orchestra.
- It is a measuring stick.
What other affordances can you think of?
Invitation to Explore by Playing With Loose Parts:
Play with the Loose parts you selected, and write down what you notice and how children can use them differently. Take the time to see when your adult ideas emerge and reflect on them and how you will prevent them from guiding children’s play.
Open-ended tools and materials increase affordability. Playing Loose parts offers various inherent affordances that allow children to discover independently, which leads to decision-making and problem-solving of complex challenges. In Loose-Parts play, children control the materials instead of the pre-manufactured toys, which control what children do with prescribed functions and purposes. This type of play is not only cost-effective but also promotes creativity, imagination, and problem-solving skills in children, making it a valuable tool in early childhood development.
Ask Yourself:
What affordance do the Loose Parts offer?
Open-ended tools and materials increase affordability. Playing with Loose parts has various inherent affordances that allow children to discover independently, which leads to decision-making and problem-solving of complex challenges. When playing with Loose Parts, children control the materials instead of the pre-manufactured toys, which control what children do with prescribed functions and purposes. This type of play is not only cost-effective but also promotes creativity, imagination, and problem-solving skills in children, making it a valuable tool in early childhood development.
What emotions emerge as I play with the Loose Parts?
You may feel hesitant, and concerns of fear may arise. When they do, remember that as a caregiver, your role is crucial in ensuring the safety of the play environment. For instance, when you think children will hit each other with a stick, find sticks that do not have sharp edges.
Stay close and observe without interfering. You may be surprised how children give affordances to the stick that are beyond your fear for safety. Trust that children will manage their own risk-taking. They often stop, observe, and measure what they can and cannot do.
They usually break what they consider to be a risk into smaller steps that they can achieve rather than jumping without considering the consequences. Playing with Loose Parts’ affordances give children a sense of adventure and an illusion of danger that allows them to process their fears and hesitation. Therefore, they gain confidence in their own capacities and problem-solving skills.
How does playing with the Loose Parts and their affordances support my creativity?
Playing with Loose Parts offers the excitement of unexpected discoveries. For example, a child might find that a wooden block can be used as a ramp for a toy car, or that a cardboard tube can be a telescope. These are unexpected discoveries, or ‘affordances ‘, that emerge from their perceptions. As you play with the Loose Parts, you understand children’s perceptions and their application of these affordances. Notice how your creativity increases.
You may start to be aware of how your ability to intentionally plan and describe what you want to do grows. Another important part is that when encountering a new challenge, you often express your need for help: “I need help building that!” This usually happens when you meet an unexpected discovery (new affordance). You recognize that you need assistance from a more experienced person or peer to add action to the surprising discovery.
Now, consider your experience of how affordance theory increases children’s creativity. When we act too soon to help children, we may disrupt their creativity and ability to explore the multiple affordances the Loose Parts offers. Step back, listen, and observe. You may realize that children will ask for help when they are ready.
What actions will children explore when playing with a specific Loose Part?
When you focus on the learning rather than the possibilities, you explore playing with Loose Part from an adult perspective. For instance, when we think that buttons will be used for counting and math, we have added our perception to the Loose Parts. Stop and reflect on how children perceive the Loose Parts when that happens. You can then observe the spontaneous and emergent mathematical concepts that occur naturally when children play with Loose Parts.
Your Turn:
Now, it is time to practice. Play with Loose Parts in the photos and explore. the various affordances.
What are the affordances of tiles?
What are the affordances of rocks?
What are the affordances of gourds?
What are the affordances of bottle caps
Conclusion
In conclusion, playing with Loose Parts promotes children’s creativity and play. As American psychologist James J. Gibson suggested, each item has unique meanings and values to the individual perceiving them. When we apply affordances theory to our work with young children and the design of early childhood ecosystems, we can truly harness the full potential of these loose parts.
Focusing on function rather than form not only enhances their cognitive development and problem-solving skills but also opens up a world of endless possibilities for children to explore, imagine, and create in their environment. This allows for a more inclusive approach that respects each child’s perspective and way of understanding the world.
So, let’s continue to have meaningful conversations about incorporating the idea of playing with Loose Parts into our educational spaces and come together to share our thoughts, experiences, and ideas for helping children thrive in an environment where values function just as much as form. Join today’s conversation and participate in this essential journey towards promoting holistic growth and learning for future generations.
