Why do some groups of children work so proficiently with loose parts while others show no interest?
The environments are equally enriched with them, so what then is the problem?
The fault, for lack of better word, may be with the teachers, who are either intimidated by them or have no interest in expanding their thinking.
I have always supported the fact that teachers must be the first explorers of loose parts.
They must be willing to engage, construct, and see the many possibilities they offer.
This does not mean they should do the work for the children. It does however lend itself to the thought that teachers, who are comfortable with loose parts, may then provide provocations for their use.
Just a thought....
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