loose parts

The article substantiates the potential and pedagogical conditions for using loose parts to develop mathematical competence in preschool and primary school children. Loose parts are defined as natural, household, manufactured, or recycled materials with which children can engage in a variety of practical activities, including those involving mathematical content. These may include stones, sand, water, branches, leaves, seeds, shells, pieces of fabric, threads, cardboard boxes, bottle caps, containers, sticks, and other materials. It has been established that, at preschool age, the use of loose parts provides a sensory basis for developing concepts of quantity, number, shape, size, space, and patterns. In primary school, in addition to deepening this knowledge, the same materials can be used to support modeling, solving problems in several ways, testing assumptions, justifying strategies, and working with data. This enables continuity between preschool and primary education in the development of children’s mathematical competence. The potential of loose parts for developing mathematical competence in preschool and primary school children lies in the fact that they enable the practical acquisition of concepts related to number, shape, size, spatial relationships, and patterns, while stimulating the development of skills in counting, comparing, classifying, measuring, modeling, and problem-solving. Their use encourages learners’ independence, investigative activity, and the development of mathematical language. The following pedagogical conditions for using loose parts to develop mathematical competence in preschool and primary school children have been identified: ensuring the purposeful selection and diversification of materials; combining support for children’s initiative with the implementation of pedagogical intentions; and organizing mathematical reflection among preschool and primary school learners.

Problem-solving skills are essential to develop in early childhood so that children can identify problems, consider alternatives, and determine solutions independently. However, teacher-centered learning may limit children's opportunities to explore and experiment with different problem-solving strategies. This study aims to describe the implementation of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach using loose parts materials and the development of early childhood problem-solving skills. A qualitative descriptive method was employed at RA Nurhayati, Medan Tembung, involving teachers and 30 children aged 5–6 years. Data were collected through observation, interviews, and documentation, with credibility supported by triangulation of techniques and sources. The findings indicate that constructing a bridge for toy cars provided opportunities for children to identify problems, select materials, design solutions, test alternatives, revise constructions, and evaluate outcomes. Children also engaged in experimentation, communication, collaboration, and creative material use. These findings suggest that the STEAM approach using loose parts can support the development of early childhood problem-solving skills through active, contextual, and child-centered learning experiences. ABSTRAK Keterampilan pemecahan masalah (problem solving) penting dikembangkan sejak usia dini agar anak mampu mengenali permasalahan, mempertimbangkan alternatif, dan menentukan solusi secara mandiri. Namun, pembelajaran yang masih berpusat pada guru dapat membatasi kesempatan anak untuk bereksplorasi dan mencoba berbagai strategi penyelesaian masalah. Penelitian ini bertujuan untuk mendeskripsikan penerapan pendekatan Science, Technology, Engineering, Arts, and Mathematics (STEAM) berbasis media loose parts serta perkembangan keterampilan pemecahan masalah anak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif di RA Nurhayati, Kecamatan Medan Tembung, dengan melibatkan guru dan 30 anak usia 5–6 tahun. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta diperiksa melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa kegiatan merancang jembatan untuk mobil mainan memberikan kesempatan kepada anak untuk mengidentifikasi masalah, memilih bahan, merancang solusi, mencoba alternatif, memperbaiki konstruksi, dan mengevaluasi hasil. Anak juga menunjukkan keterlibatan dalam eksperimen, komunikasi, kolaborasi, dan penggunaan material secara kreatif. Dengan demikian, pendekatan STEAM berbasis media loose parts berpotensi mendukung perkembangan keterampilan pemecahan masalah melalui pengalaman belajar yang aktif, kontekstual, dan berpusat pada anak.

Purpose: to explore the use of nature-based loose parts in supporting young children’s creativity through material exploration, independent choice, experimentation, and open-ended play at PAUD Kiddy Kid Center, Banda Aceh. Method: this study employed a qualitative descriptive approach at PAUD Kiddy Kid Center, Banda Aceh. Participants included four young children and their teacher, selected purposively. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, comprising data reduction, data display, and conclusion drawing. Findings: nature-based loose parts provided opportunities for children to express creativity through material exploration, independent selection, experimentation, material combination, imagination, and the development of diverse creations. All four observed children demonstrated the identified creative behaviors, although their participation pace varied. Teachers facilitated these processes through careful material preparation, safety supervision, and open-ended guidance. Despite challenges in material storage and hygiene, nature-based loose parts offered an accessible and flexible learning resource that supported creative engagement beyond the final product. Implications: PAUD educators can use accessible natural materials to create open-ended learning activities that encourage children’s creativity, independence, and exploration. Originality: lies in its process-oriented examination of how children explore, select, combine, and transform nature-based loose parts, emphasizing creative processes rather than finished products.