Children's Loose Parts Play Project Study 2 (Phase 2)

The proposed pilot study aims to address this critical gap by exploring 30 3- to 5-year-old children’s indoor LPP behaviour with their parents through qualitative and quantitative data collection and quantitative analyses. Using a pre-experimental design (12), children will be observed while playing with (I) open-ended materials (loose parts Box A) or (II) open-ended materials (loose parts Box B) or (III) single-/limited-purpose toys (control group). Our study aims to document crucial relationships between Loose Parts Play and children’s cognitive development while considering key social determinants such as gender, socioeconomic status (SES), and maternal education.

Children's Loose Parts Play Project Study 2 (Phase 1)

The proposed pilot study aims to address this critical gap by exploring 30 3- to 5-year-old children’s indoor LPP behaviour with their parents through qualitative and quantitative data collection and quantitative analyses. Using a pre-experimental design (12), children will be observed while playing with (I) open-ended materials (loose parts Box A) or (II) open-ended materials (loose parts Box B) or (III) single-/limited-purpose toys (control group). Our study aims to document crucial relationships between Loose Parts Play and children’s cognitive development while considering key social determinants such as gender, socioeconomic status (SES), and maternal education.

Children's Loose Parts Play Project (Phase 2.1)

The proposed pilot study aims to address this critical gap by exploring 30 3- to 5-year-old children’s indoor LPP behaviour through qualitative and quantitative data collection and quantitative analyses. Using a pre-experimental design (12), children will be observed while playing with (I) open-ended materials (loose parts Box A) or (II) open-ended materials (loose parts Box B) or (III) single-/limited-purpose toys (control group). Our study aims to document crucial relationships between Loose Parts Play and children’s cognitive development while considering key social determinants such as gender, socioeconomic status (SES), and maternal education.

Phase 3: Knowledge Dissemination

to build relationships with the students and community partners in January, February, and March 2023.