Structured and unstructured loose parts play in middle primary school: Lessons from the classroom

Play is an essential part of children’s learning and development, yet it is underutilised in the primary school classrooms. This study explored the impact of structured and unstructured loose parts play on children’s creativity. Using a quasi-experimental research design, the project involved an 8-week play program using a Nudel Kart. Two teachers and 46 Year 4 children in an Australian primary school participated in the study. One class engaged in free play while the other class had set challenges and were taught creative attitudes and processes. Measures included teacher creativity checklists, student creativity self-reports, student survey and teacher and researcher observations and reflections. Children and teachers in both groups rated the play sessions very highly and reported increased creativity as a result of the project. Children in the structured loose parts play group used more specific language and concepts related to creativity when reflecting on their experience. Teacher and researcher observations revealed that children in the free play group used much more imaginative and dramatic play, while the children in the structured play group demonstrated greater number of ideas or cognitive flexibility. Recommendations for future classroom practice integrating both play types will be discussed.