Authors : Jessica Diane C. Wakai; Lilybeth J. Matira

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/et4r3ndb

Scribd : https://tinyurl.com/3hfssuje

DOI : https://doi.org/10.38124/ijisrt/26feb242

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The use of loose parts in the classrooms, especially in Early Childhood, has its many advantages in supporting the learning of the children, as it allows them to think of their ideas for their play. However, although there are many studies regarding the benefits it presents to children, studies regarding its implementation from the experiences of the teachers remain limited. Using a qualitative research design, this study explores the perceptions, strategies, and experiences of teachers while implementing loose parts play in their toddler classes. The analysis of data indicates the key factors that influence the implementation of the teachers such as environmental factors including classroom setup, perceived risks, and their intentional strategies that they have used in their classes, which highlights the role of the teachers in effectively implementing meaningful loose parts play.

Keywords : Loose Parts Play, Teacher Strategies, Play-Based, Early Childhood Education.

References :

1. Askar, N., & Durmusoglu, M. C. (2023). Meaning of Play with Loose Parts Materials in Preschool Education: A Case Study. Journal of Qualitative Research in Education, (33). https://doi.org/10.14689/enad.33.1645.
2. Ayton, D. (2023, March 21). Chapter 6: Phenomenology. Pressbooks. https://oercollective.caul.edu.au/qualitative-research/chapter/__unknown__-6/
3. BabySparks. (2019, September 23). Toddler Risky Play: What Is It and How Does It Support Development? BabySparks.https://babysparks.com/2019/09/23/toddler-risky-play-what-is-it-and-how-does-it-support development
4. Branje, K., Stevens, D., Hobson, H., Kirk, S., & Stone, M. (2021). Impact of an outdoor loose parts intervention on Nova Scotia preschoolers' fundamental movement skills: a multi-method randomized controlled trial. AIMS public health, 9(1), 194–215. https://doi.org/10.3934/publichealth.2022015
5. Bjelde, A. (n.d.). In What Ways Can Play-Based Learning in Preschool and     Kindergarten Classrooms Support Healthy Development. Thesis, Concordia University, St. Paul. https://digitalcommons.csp.edu/teacher-education_masters/37
6. Dewi, E., Hibana, H., & Ali, M. (2022, June 22). Loose Part: Finding Innovation in Learning Early Childhood Education. Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 7(2), 53-56. Golden Age. 10.14421/jga.2022.72-01
7. Eren Öcal, T. (2021). Preschool Teachers' Views and Practices on Using Loose Parts in Daily Activities. Ph.D. - Doctoral Program.https://open.metu.edu.tr/handle/11511/92040.
8. Etikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1). https://www.researchgate.net/publication/304339244_Comparison_of_Convenience_Sampling_and_Purposive_Sampling
9. Flannigan, C., & Dietze, B. (2017). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53-60. 10.18357/jcs. v42i4.18103
10. Gibson, J., Cornell, M., & Gill, T. (2017). A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development. School Mental Health, 9, 295–309. SpringerLink. https://doi.org/10.1007/s12310-017-9220-9
11. Gull, C. (2022, March/April). Rethinking Loose Parts. Exchange, (264), 46-48. Education Research Complete.https://web.s.ebscohost.com/ehost/detail/detail?vid=2&sid=175fbab8-952f-41e0-b59b-c4496847d9d2%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=155540677&d b=ehh
12. Hansen Sandseter, E. B., Kleppe, R., & Ottesen Kennair, L. E. (2022). Risky play in children’s emotion regulation, social functioning, and physical health: an evolutionary approach. International Journal of Play, 12(1), 127–139.
13. Houser, N., Roach, L., Stone, M., Turner, J., & Kirk, S. (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), 781–799. 10.3934/public health.2016.4.781
14. Joe. (2019, September 29). 14 Benefits of Loose Parts Play with Examples – Early Impact Learning. Early Impact Learning. https://earlyimpactlearning.com/14-benefits-of-loose-parts-play-with-examples/
15. Khayankij, S., & Sutthiboon, P. (2022). Guided Play with Outdoor Loose Parts: Ways to Promote Cooperative Play Behavior for Thai Kindergartners. Child Research Net. https://www.childresearch.net/projects/ecec/2022_06.html
16. Larrea, I., Muela, A., Miranda, N., & Barandiaran, A. (n.d.). Children’s Social Play and Affordance Availability in Preschool Outdoor Environments. European Early Childhood Education Research Journal, 27(2), 185–194. https://doi.org/10.1080/1350293X.2019.1579546
17. Lee, R., Lane, S., Tang, A., Leung, C., Kwok, S., Louie, L., Browne, G., & Chan, S. (2020). Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students. International Journal of Environmental Research and Public Health, 17(15), 5382. https://doi.org/10.3390/ijerph17155382
18. Nipriansyah, N., Sasongko, R. N., Kristiawan, M., Susanto, E., & Arinal Hasanah, P. F. (2021). Increase Creativity and Imagination Children Through Learning Science, Technologic, Engineering, Art and Mathematic with Loose Parts Media. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 4(1), 77–89. https://doi.org/10.24042/ajipaud.v4i1.8598
19. Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play, Early Education and Development. Early Education & Development, 28(3), 274–289.https://doi.org/10.1080/10409289.2016.1220771
20. Pyle, A., Poliszczuk, D., & Danniels, E. (2018). The Challenges of Promoting Literacy Integration Within a Play-Based Learning Kindergarten Program: Teacher Perspectives and Implementation. Journal of Research in Childhood Education, 32(2), 219-233. https://www.tandfonline.com/doi/full/10.1080/02568543.2017.1416006
21. Richards, E. (2020). Turn Children Loose Outside! Exchange (19460406), 72-75. https://discovery.ebsco.com/c/tgmiic/viewer/html/qb2yxj2d2z
22. Roulston, K. (Ed.). (2019). Interactional Studies of Qualitative Research Interviews. John Benjamins Publishing Company.https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=2041433&site= ehost-live
23. Sando, O., & Sandseter, E. (n.d.). Affordances for Physical Activity and Well-Being in the ECEC Outdoor Environment. Journal of Environmental Psychology, 69. https://www.sciencedirect.com/science/article/pii/S0272494419307078
24. Smith-Gilman, S. (n.d.). The Arts, Loose Parts and Conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90-103.https://www.researchgate.net/publication/330221797_The_Arts_Loose_Parts_and_Conversations
25. Spencer, R., Joshi, N., Branje, K., Murray, N., Kirk, S., & Stone, M. (2021). Early Childhood Educator Perceptions of Risky Play in an Outdoor Loose Parts Intervention. AIMS Public Health, 8, 2. Aims Press. 10.3934/publichealth.2021017
26. Swadley, G. (2021). Any Which Way . . . Loose Parts Play in the Library. Association for Library Service to Children, 19(1), 21-23. https://doi.org/10.5860/cal.19.1.21
27. Zuiderveen, K. S. (n.d.). Increasing the Prevalence of Risky Play in Preschool and Kindergarten classrooms in the United States.ScholarWorks@GVSU. https://scholarworks.gvsu.edu/gradprojects/130