Children’s involvement in Science, Technology, Engineering, and Mathematics (STEM) with loose parts

Abstract

Loose Parts Play, which involves engaging with various open-ended materials such as acorns, pipes, and tires, has been identified as one of the most encouraging forms of play for fostering learning in Science, Technology, Engineering, and Mathematics (STEM). Researchers and policymakers alike have endorsed loose parts play for its ability to develop creativity, divergent thinking, and problem-solving skills through hands-on play experiences that involve designing, building, and testing structures.

In a pre-experimental study, we observed 40 children playing with either loose parts or single-purpose toys, and explored how their STEM activities, play types, duration, and engagement were influenced by their gender and key social determinants such as parental education and income. Our initial findings indicated that the frequency with which children engage in STEM during free play varied by the type of play material, and that they often engaged in STEM activities during play without explicit instruction. Our future investigation will explore the influence of gender dyadic composition (i.e., child gender-parent gender) on STEM talk during play, and the impact of child and parental gender on STEM engagement. These further investigations will add to our understanding of how loose parts play can best support the development of STEM skills and attitudes among young children and inform educational practices and policies that aim to promote STEM learning in early childhood.

Faculty Mentor: Dr. Ozlem Cankaya