School : St. Helens School District Elementary Schools
Grade : Kindergarten
Students creating and exploring with loose parts
The Change Idea
At St. Helens School District, educators piloted a change idea called Playful Inquiry, focusing on incorporating loose parts into kindergarten classrooms. The aim was to assess the impact of these materials on student engagement, particularly among dual language learners and dysregulated students. Prior to the change, the school system lacked provisions for integrating play into academic settings. By introducing loose parts and encouraging discussions about color, shape, and size, educators hoped to increase engagement and foster a more inclusive learning environment for all students.
Status of Change Idea : Adapted
What are loose parts?
Loose parts refer to materials that can be moved, manipulated, and combined in various ways during play or learning activities. They are open-ended and allow for creativity and exploration, often used in educational settings to enhance problem-solving and imaginative thinking.
Predicted Outcomes
- Deep and engaged connections to concepts and skills in both academic and social skills using different modalities
- Fine motor & social skills
- Problem solving
- Collaboration
What actually happened?
- Students were staying longer at the loose parts stations
- Students coming to an agreement or answering deeper question by using loose parts
- Easy for educators to give examples of engagement in their classroom
Key Learnings & Observations
- Students seemed to be able to self regulate
- More than expected social skills amongst students
- Student who is typically dysregulated was able to stay for a long time at the loose parts table
Challenges faced
Difficulties around transition from loose parts to the next activity
Guided Questions
- How might play/loose parts be incorporated in the upper grades?
- How can we incorporate play in content areas like math, science, STEAM, Literacy?
- How might purposeful play facilitate better relationships between peers? How might it facilitate better relationships between teacher and student?
- How might purposeful play scaffold and deepen learning?
- How might a teacher consider and explore the cultural and ethnic backgrounds of students in its relation play? How might it look different? How might it invite students to share their play experiences as part of a great learning community?