The Lived Experiences of Early Childhood Teachers with the Implementation of Looseparts Play in Toddler Classes

The use of loose parts in the classrooms, especially in Early Childhood, has its many advantages in supporting the learning of the children, as it allows them to think of their ideas for their play. However, although there are many studies regarding the benefits it presents to children, studies regarding its implementation from the experiences of the teachers remain limited. Using a qualitative research design, this study explores the perceptions, strategies, and experiences of teachers while implementing loose parts play in their toddler classes. The analysis of data indicates the key factors that influence the implementation of the teachers such as environmental factors including classroom setup, perceived risks, and their intentional strategies that they have used in their classes, which highlights the role of the teachers in effectively implementing meaningful loose parts play.