Study on the Placement and Support of Loose Parts in Kindergarten Construction Area

Abstract

The placement and use of loose parts in the construction area has received greater attention. This study explored the current situation of loose parts in kindergarten construction areas based on social construction theory and gamified learning theory through questionnaires (130 teachers) and interviews (10 teachers). The study found that teachers identified loose parts primarily by emphasizing manipulability, malleability, and variety, while valuing their dual advantages: promoting child development and enhancing instructional efficiency. Teachers' motivation to use loose parts has both internal and external factors. Although teachers actively use diverse materials and develop structured implementation plans to support children's development, many challenges remain. These challenges included insufficient child engagement, difficulty maintaining deep exploration, and a mismatch between program goals and children's spontaneous activities. Teachers used multidimensional adjustment strategies, particularly through group discussions to dynamically adjust the selection of instructional materials, layout, and the way activities were guided. Based on these findings, we make 4 targeted recommendations: layering progressive material design to enhance complexity; implementing dynamic individualized adjustments; rooting instructional planning in teachers' intrinsic motivation; and constructing an actionable construct framework.