Let the children play: Scoping review on the implementation and use of loose parts for promoting physical activity participation
Loose parts in play environments can have a positive impact on children, but their influence on physical activity warrants further investigation
This systematic review of the literature explored the existing knowledge on the theory of loose parts to determine if and how loose parts are being used to help promote children’s unstructured, active free-play. Both peer-reviewed and published gray literature (not peer reviewed) was included in this review. The reason for including gray literature was to allow for a more thorough view on loose parts materials and how they are being used to encourage physical activity.
Inclusion and exclusion criteria were developed to narrow the search. The focus throughout the process was on how loose parts were used in normally-developing school-aged children (12 years and under). Sixteen articles meeting the inclusion criteria were identified and included in this review. All but three of these articles were published since the year 2000, with the most recent being published in 2015. The earliest article was published in 1971.
While the articles included in this review were broad and varied, they were able to be categorized according to: (1) the types of loose parts that might be used to stimulate play; (2) the types of play that are encouraged and/or observed through the implementation of loose parts within environments; and (3) different types of thinking that might be stimulated through play with loose parts. This review indicated that currently there is a very broad understanding of what constitutes a loose part. At times, the term “loose parts” is used interchangeably with “open-ended materials,” and examples include both natural and synthetic materials.
Generally, loose parts are defined as materials that are variable and moveable, which means that they can be moved about or manipulated by the children and can be used in more than one way. Studies indicated that the ability to manipulate one’s own environment encourages not only creativity but the development of problem solving abilities and social interactions between children.
Incorporating loose parts into a play environment broadens the opportunities for various types of play, including creative, dramatic, exploratory, cooperative, and constructive play. Studies included in this review indicated that children prefer to play in areas where loose parts are provided. Some findings also indicated that loose parts tend to promote more creative ways of thinking, encourage exploration of the environment, and stimulate a variety of movements.
The authors note that there is, conceptually, reason to think that loose parts might promote physical activity and develop physical literacy in children through unstructured play. Physical literacy, as defined by the researchers, is “the motivation, confidence, physical competence, knowledge and understanding to be physically active for life.” They note, however, that the available evidence on how active play with loose parts might impact physical activity, and particularly, physical literacy is limited. In fact, they found no research focusing specifically on how loose parts might impact fundamental movement skill development in children. The researchers do indicate, however, that although there is a lack of knowledge in this particular area, the current research indicates that loose parts can have a positive impact on children more generally.
Citation
Houser, N.E., Roach, L., Stone, M.R., Turner, J., Kirk, S.F.L., (2016). Let the children play: Scoping review on the implementation and use of loose parts for promoting physical activity participation. AIMS Public Health, 3(4),
