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'Don't Hog, Share and Just Let Your Imagination Flow': Lessons from Structured and Unstructured Loose Parts Play in Middle Primary School Classrooms

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Title: 'Don't Hog, Share and Just Let Your Imagination Flow': Lessons from Structured and Unstructured Loose Parts Play in Middle Primary School Classrooms
Language: English
Authors: Kym Simoncini (ORCID 0000-0002-0889-2782), Katy Meeuwissen (ORCID 0009-0002-8539-3730)
Source: Australian Educational Researcher. 2025 52(1):703-720.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Foreign Countries, Elementary School Students, Student Attitudes, Partnerships in Education, Universities, Elementary School Teachers, Play, 21st Century Skills, Imagination, Grade 3, Block Scheduling, Teaching Methods, Child Development, Manipulative Materials, Teacher Attitudes, Interpersonal Competence, Creativity
Geographic Terms: Australia
DOI: 10.1007/s13384-024-00737-w
ISSN: 0311-6999
2210-5328
Abstract: Despite the many benefits of play, within primary school, play is often reduced to lunch breaks, particularly as children move to higher grades. Loose parts play affords children opportunities to develop imagination and 21st-century skills (collaboration, communication, creativity and critical thinking). As part of a larger project, two Year 4 classes in an Australian primary school (two teachers and 46 children, aged 9-10 years) engaged in one hour of structured or unstructured loose parts play during class time for eight weeks using a Nüdel Kart (loose parts play cart). Children in the structured play group were set challenges and taught creative attitudes and processes. Data was collected through children's surveys and focus groups and teacher interviews. Children and teachers were overwhelmingly positive about the play sessions. Children enjoyed the opportunities for construction, social skills and creativity, while teachers focused on inclusion and social skills. Future classroom practice recommendations include integrating both play types and meeting creativity and social and emotional curriculum requirements through loose parts play.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460963
Database: ERIC
FullText Text:
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  Data: 'Don't Hog, Share and Just Let Your Imagination Flow': Lessons from Structured and Unstructured Loose Parts Play in Middle Primary School Classrooms
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
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  Data: 18
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%2221st+Century+Skills%22">21st Century Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Imagination%22">Imagination</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Block+Scheduling%22">Block Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Manipulative+Materials%22">Manipulative Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1007/s13384-024-00737-w
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  Data: 0311-6999<br />2210-5328
– Name: Abstract
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  Data: Despite the many benefits of play, within primary school, play is often reduced to lunch breaks, particularly as children move to higher grades. Loose parts play affords children opportunities to develop imagination and 21st-century skills (collaboration, communication, creativity and critical thinking). As part of a larger project, two Year 4 classes in an Australian primary school (two teachers and 46 children, aged 9-10 years) engaged in one hour of structured or unstructured loose parts play during class time for eight weeks using a Nüdel Kart (loose parts play cart). Children in the structured play group were set challenges and taught creative attitudes and processes. Data was collected through children's surveys and focus groups and teacher interviews. Children and teachers were overwhelmingly positive about the play sessions. Children enjoyed the opportunities for construction, social skills and creativity, while teachers focused on inclusion and social skills. Future classroom practice recommendations include integrating both play types and meeting creativity and social and emotional curriculum requirements through loose parts play.
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  Data: 2025
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        Value: 10.1007/s13384-024-00737-w
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      – SubjectFull: Student Attitudes
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