Deck 6: Loose Parts and Childrens Play

Question 1

Open-ended materials that may be used alone or with other materials, without specific directions, offer children many learning options including:

A) Provision of a defined purpose and structure
B) Assistance and guidance of creating new things
C) Exploring with difficult materials that stresses them out
D) Creativity and creative thinking by combining materials that have differing principles and purpose

Answer 1

Creativity and creative thinking by combining materials that have differing principles and purpose

Question 2

Which theorist emphasized that children require open-ended materials for true creativity, risk-taking, and problem solving to occur?

A) Nicholson
B) Piaget
C) Froebel
D) Montessori

Answer 2

Piaget

Question 3

According to Nicholson, to be classified as a loose part, the material must be:

A) Open at both ends to be able to see through
B) Heavy enough so that it does not fall
C) Movable so that it can be redesigned, put together, and taken apart
D) Easy to stretch and break

Answer 3

Movable so that it can be redesigned, put together, and taken apart

Question 4

Loose parts are generally classified into how many parts?

A) 3
B) 2
C) 4
D) 6

Question 5

To be considered a loose part, the material must provide children the opportunities to:

A) Grow skills and enjoy life
B) Adapt, control, change, and manipulate
C) Create, manipulate, emerge, and play
D) Play, connect, admire, and question

Question 6

Cardboard boxes, rain gutters, and plumber pipes are examples of natural loose parts:

Question 7

Early learning teachers and programs that embrace the theory of loose parts do so by:

A) Planning the play space to accommodate loose parts
B) Making subsequent growth and development
C) Providing experience and higher level thinking
D) Interacting and connecting with previous and new experiences

Question 8

Thinking lens refers to:

A) Thinking through materials of play as an early learning teacher
B) Thinking through participation with children
C) Thinking through collaboration; that is, between teachers
D) A reflective process that is used by early learning teachers and students

Question 9

What happens when children are given time and unique materials in their play?

A) They will discover the language of the materials
B) They will enjoy playing with the materials
C) They will be inspired by the materials
D) They will ask questions about the materials

Question 10

The cognitive development domain enables children to think_______ about what they want the stage to look like.

A) critically
B) creatively
C) intelligently
D) professionally

Question 11

According to Beloglovsky and Daly, observations of children's play environments confirm that they often gravitate to:

A) Open-ended play materials such as loose parts
B) The stimulation to be creative, experimental, and to gain a sense of accomplishment
C) Intentionality, which supports and encourages diversity in children's play
D) Complement children's interests in particular areas

Question 12

Jean Piaget suggested that the way to process and build knowledge occurs through:

A) Creativity, inspiration, and accountability
B) Schemas, assimilation, and accommodation
C) Understanding, patience, and observation
D) Listening, looking, and playing

Question 13

As an early learning teacher, what are you likely to consider when choosing loose parts for children's play?

A) Flexibility, adaptability, children's competence, availability, and sustainability
B) Dependability, compatibility, comfortability, acceptability, and reflectivity
C) Inspirational, accuracy, motivational, finances, and affordability
D) Manipulative, variety, colourful, accountability, and openness

Question 14

Which of the following do you envision in the outdoor environment?

A) Pallets
B) Ribbons
C) Fabrics
D) Rain gutters

Question 15

In early learning programs, loose parts found in the indoor environment support children in their learning of:

A) Physical play, musical play, and intellectual play explorations
B) Math, science, language, and dramatic play explorations
C) Gross play, active play, reading, and creative play explorations
D) Puzzle play, social play, and constructive play explorations

Question 16

There are variety of loose parts suitable for incredible value to children's play and learning environments. Studies suggest that children prefer using terms such as:

A) Tree cookies
B) Stationary outdoor play
C) Books
D) Pencils

Question 17

Providing a space with raw materials and opportunities for children to engage in exploring and creating projects that are complex and meaningful to them is referred to as:

A) Tinkering
B) Loose parts
C) Maker movement
D) Take initiative

Question 18

Tinkering is referred to as:

A) Providing a space with raw materials for children to engage with
B) An active engagement with and manipulation of materials or experiences
C) The process of making and creating loose parts as well as spaces
D) Correlating with learning features within the environment

Question 19

Hawkins encouraged educators to ________ so that children's learning may be supported to the fullest.

A) write about
B) talk about
C) play about
D) mess about

Question 20

What is the name given to the learning feature of children who apply their knowledge in new situations in the tinkering process?

A) Actualizing discoveries
B) Resourcefulness
C) Belonging and well-being
D) Creativity and expression

Question 21

In the process of tinkering, the learning feature "social partnerships" refers to which people in the context of the environment:

A) Parents who are influential in the society
B) Teachers who assist in children's play
C) Institutions who set the guidelines for child play
D) Adults who offer role modelling and opportunities for discussion, debate, and expansion of flexible thinking

Question 22

A teacher's ________ influences the type of loose parts children play and interact with.

A) behaviour
B) disposition
C) demeanor
D) presence

Question 23

What are used to examine the environment to determine how the space and placement or availability of the loose parts influence children's play?

A) Findings from the observations of children
B) Recordings from children's conversations
C) Collaboration between early learning teachers and children
D) Influences of authority and managerial disposition

Question 24

One of the role of early learning teachers includes:

A) Maintaining a balance of familiarity so that children can scaffold their play and explore
B) Providing limited time for play so that children do not hurt themselves
C) Giving less account on children's play behaviours
D) Providing materials that are not necessarily linked to children's play

Question 25

What are the three terms that support the theory of children's play?

A) Ontomology, entomology, and world play
B) Theory of places, conceptualization, and infinity spaces
C) Epistemology, small world play, and affinity spaces
D) Experimentation, exploration, and loose parts

Question 26

The more open-ended the materials in the indoor and outdoor spaces are, the more opportunity there will be for children to become motivated in exploring new ideas.

Question 27

Piaget's (1952) developmental theory stressed that children learn experimentation with and exploration of materials on an individual basis and with peers and adults.

Question 28

Children who are exposed to varying types of loose parts outdoors are not able to make connections about the relationships between changes in their play actions.

Question 29

Nicholson suggested that loose parts does not support noncreative children.

Question 30

Loose parts do not have an undefined purpose; rather their purpose is defined.

Question 31

Mincemoyer does not support the approach of early learning teachers using inquiry-based and emergent curriculum programming processes.

Question 32

Children's environments are intended to be places where skills such as divergent thinking, language, abstract thought, physical literacy, and problem solving are developed.

Question 33

There are no differences between loose parts and fixed equipment.

Question 34

All children are interested in using loose parts in their play.

Question 35

Children are able to move their thinking and discoveries to higher levels of learning when teachers are able to scaffold the types of loose parts available to them as they conduct their observations.

Question 36

How does loose parts support children in their play, and why are early learning students and teachers adopting this concept in early learning programming?

Question 37

Think about the indoor and outdoor play environments that you have experienced with children. What types of loose parts do you recall using and why?

Question 38

How will children use loose parts in their play? Should children find the loose parts in their environment, or is it best for early learning teachers to place them in the environment?

Question 39

Discuss how loose parts bring meaning to and new options for children in their play.

Question 40

Strategizing the enhancement of loose parts in early learning environments requires certain steps to enhance children's experiences and opportunities. As an early learning teacher, outline and discuss six strategies you would want to achieve that would trigger children's idea about play.