Page 1 "There is evidence that all children love to interact with variables, such as materials and shapes; smells and other physical phenomena, such as electricity, magnetism and gravity; media such as gases and fluids; sounds, music, motion; chemical interactions, cooking and fire; and other humans, and animals, plants, words, concepts and ideas. With all these things all children love to play, experiment discover and invent and have fun." Page 2 "In any environment, both the degree of inventiveness and creativity, and the possibility of discovery, are directly proportional to the number and kind of variables in it." (variables being loose parts) "What has happened is that adults - in the form of professional artists, architects, landscape architects and planners - have had all the fun playing with their own materials, concepts and planning-alternatives, and then builders have had all the fun building the environments out of real materials; and thus has all the fun and creativity been stolen: children and adults and the community have been grossly cheated and the educational-cultural system makes sure that they hold the belief that this is 'right'" Page 4 "The process of community involvement is actually inseparable from the study of human interaction and behaviour: for example, to carry the previous analogy further, the study of children and cave-type environments only becomes meaningful when we consider children not only being in a given cave but also when children have the opportunity to play with space-forming materials in order that they may invent, construct, evaluate and modify their own caves. " "The obvious pattern of behaviour that can be identified here is a self-instructional pattern - namely - that children learn most readily and easily in a laboratory-type environment where they can experiment, enjoy and find out things for themselves." 1. Give top priority to where the children are 2. Let children play a part in the process 3. Use an interdisciplinary approach 4. Establish a clear-housing for information "The 4-part programme could act at least as a start toward solving the problem of cultural availability of bits and pieces of the environment - in both the software and hardware sense - and the extent to which a new generation will be able to invent new systems with the parts." Nicholson, S. (1972) The Theory of Loose Parts. Studies in Design Education Craft & Technology. [Internet] Spring 1972, 4, (2). Available at: <https://jil.lboro.ac.uk/ojs/index.php/SDEC/article/view/1204> [Accessed: 9 January 2017]. In terms of my report, I feel like i'll be referencing to "loose parts" alot because of it's value towards the theories I've established throughout my research. It's clear to see in terms of play and experimentation, "loose parts" plays a crucial role and I've seen it in action personally.
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