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Preschool children’s loose parts play and the relationship to cognitive development: a review of the literature

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dc.contributor.authorCankaya, Ozlem
dc.contributor.authorRohatyn-Martin, Natalia K.
dc.contributor.authorLeach, Jamie
dc.contributor.authorTaylor, Keirsten
dc.contributor.authorBulut, Okan
dc.date.accessioned2023-11-23T17:19:19Z
dc.date.available2023-11-23T17:19:19Z
dc.date.issued2023
dc.description.abstractPlay is an integrative process, and the skills acquired in it—overcoming impulses, behavior control, exploration and discovery, problem-solving, reasoning, drawing conclusions, and attention to processes and outcomes are foundational cognitive structures that drive learning and motivation. Loose parts play is a prominent form of play that many scholars and educators explicitly endorse for cognitive development (e.g., divergent thinking, problem-solving). It is unique among play types because children can combine different play types and natural or manufactured materials in one occurrence. While educators and policymakers promote the benefits of loose parts play, no previous research has explored the direct relationship between preschool-age children’s indoor loose parts play experiences and cognitive development. We address this gap by bringing together the relevant literature and synthesizing the empirical studies on common play types with loose parts, namely object and exploratory, symbolic and pretend, and constructive play. We also focus on studies that examine children’s experiences through loose parts, highlighting the impact of different play types on learning through the reinforcement of cognitive skills, such as executive function, cognitive self-regulation, reasoning, and problem-solving. By examining the existing literature and synthesizing empirical evidence, we aim to deepen our understanding of the relationship between children’s play with loose parts and its impact on cognitive development. Ultimately, pointing out the gaps in the literature that would add to the body of knowledge surrounding the benefits of play for cognitive development and inform educators, policymakers, and researchers about the significance of incorporating loose parts play into early childhood education.
dc.format.mediumCankaya, O., Rohatyn-Martin, N., Leach, J., Taylor, K., & Bulut, O. (2023). Preschool Children’s Loose Parts Play and the Relationship to Cognitive Development: A Review of the Literature. Journal of Intelligence, 11(8), 151. https://doi.org/10.3390/jintelligence11080151
dc.identifier.citationCankaya, O., Rohatyn-Martin, N., Leach, J., Taylor, K., & Bulut, O. (2023). Preschool Children’s Loose Parts Play and the Relationship to Cognitive Development: A Review of the Literature. Journal of Intelligence, 11(8), 151. https://doi.org/10.3390/jintelligence11080151
dc.identifier.doihttps://doi.org/10.3390/jintelligence11080151
dc.identifier.urihttps://hdl.handle.net/20.500.14078/3261
dc.language.isoen
dc.rightsAttribution (CC BY)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectplay
dc.subjectcognitive development
dc.subjecttoys
dc.subjectplay objects
dc.subjectloose parts
dc.subjectloose parts play
dc.titlePreschool children’s loose parts play and the relationship to cognitive development: a review of the literatureen
dc.typeArticle

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