Practitioners' understandings of loose parts play

Abstract

This dissertation explores practitioners’ understandings of loose parts play. Current policy has focussed interest in loose parts play and the use of open-ended materials within Early Learning and Childcare (ELC) and Out of School Care (OOSC) settings. My experience in practice in these settings and in training practitioners led me to the belief that there are essential differences in their approaches to loose parts play. My focus here is to explore how practitioners’ understandings of loose parts play influence their approaches, and to gain insight into how these might influence the experiences of the children. The premise of the study is to define a baseline for further training and reflexive practice. The main theme that permeates the dissertation is the nature of play in education and play settings and the corresponding role of the adult.

Data for this research was collected from two sets of practitioners, six in an Early Learning and Childcare setting and six in an Out of School Care setting. Both groups took part in a questionnaire and then the six Out of School Care practitioners took part in a discussion group. The findings suggest that loose parts play is being adopted in settings without there being a fundamental understanding of the theory, and that the different approaches of those settings influence the success of the approach. I suggest that the conclusions presented require that practitioners in different settings share training and knowledge on a more equal platform, giving a basis for examination of practice in all settings. While the use of loose parts play and open-ended materials in settings is a valuable tool for learning, I propose that further research to investigate the benefits and best practice models is required in the context of Scottish policy and guidance.