Resources for Open-Ended Play Materials
In addition to play materials from common household items, some parents inquire about what other open-ended play materials are available. The play materials below are not necessary but give ideas about the resources available that could supplement common household items in heuristic play.
Alter-Rasche, D. (2014, March 2). Using loose parts for play; Learning naturally. Learning with Play at Home. http://www.learnwithplayathome.com/2014/03/using-loose-parts-for-play-learning.html
Amazon. (2021, February 2). Best sellers in toddler toys. Amazon. https://www.amazon.com/Best-Sellers-Toys-Games-Toddler/zgbs/toys-and-games/251945011
American Academy of Pediatrics. (2010). Prevention of choking among children [Policy Statement]. Pediatrics, 125(3), 601-607. https://doi.org/10.1542/peds.2009-2862
American Speech-Language-Hearing Association. (2008). Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Guidelines [Guidelines]. https://www.asha.org/policy/PS2008-00291/
Bowman, K. (2009, October 16). The joys of open-ended play. Kaskey Kids. http://www.kaskeykids.com/kids-corner/good-reads/imaginary-play-2/
Brown, P.S., Sutterby, J., & Thornton, C. (2010, August 23). Dramatic play in outdoor play environments. PTO Today. http://www.ptotoday.com/play3.html
Bruehl, M. (n.d.). Reggio activities for toddlers. Playful Learning. https://www.playfullearning.net/resource/reggio-activities-for-toddlers/
Caraway, T., Smith, J., DeMoss, W., Elder, T. & Stowe, D. (2008). A game plan for becoming a winning coach. Proceedings from AG Bell International Convention, 2008, Milwaukie, WI.
Caraway, T.H. (2012). Coaching matters: Successful strategies to engage families in early intervention [PowerPoint slides]. Proceedings from American Speech-Language-Hearing Association's 2012 Conference.
Caldwell, J. (2018, March 22). How to introduce loose parts with infants and toddlers. Fairy Dust Teaching. https://fairydustteaching.com/2018/03/how-to-introduce-loose-parts-with-infants-and-toddlers/
Daly, L. & Beloglovsky, M. (2014). Loose parts: Inspiring play in young children. Redleaf Press.
Daly, L. & Beloglovsky, M. (2016). Loose parts 2: Inspiring play with infants and toddlers. Redleaf Press
Daly, L. & Beloglovsky, M. (2017, October 31). Loose parts 2: Inspiring play with infants and toddlers. Community Playthings. http://www.communityplaythings.com/resources/articles/2017/loose-parts-play-for-infants-and-toddlers
Dauch, C., Imwalee, M., Ocasio, B., & Metz, A.E. (2018). The influence of the number of toys in the environment on toddlers' play. Infant Behavior and Development, 50, 78-87. https://doi.org/10.1016/j.infbeh.2017.11.005
Fairlie, K. (2013, March 26). Five ways to get started with imaginative play. Pickle Bums. https://picklebums.com/five-ways-to-get-started-with-imaginative-play/
Fairlie, K. (2013, July 30). Chalkboard and loose parts! Pickle Bums. https://picklebums.com/chalkboard-and-loose-parts/
Fairlie, K. (2016, July 6). Tiny treasures: Loose parts. Pickle Bums. https://picklebums.com/we-play-tiny-treasures/
FGRBI. (2021). Family guided routines based intervention (FGRBI). http://fgrbi.com/
Green, K. (2012, October 24). Loose parts and castle building. Flights of Whimsy. http://www.flightsofwhimsy-ece.com/2012/10/loose-parts-and-castle-building/
Gribble, K. (2012, August 20). What's the difference between a project and a theme? An Everyday Story. http://www.aneverydaystory.com/2012/08/20/whats-the-difference-between-a-project-and-a-theme/
Gribble, K. (n.d.). Setting up a Reggio-inspired activity. An Everyday Story. http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/setting-up-a-reggio-inspired-activity/
Gribble, K. (n.d.). Materials in a Reggio-inspired home: Blocks. An Everyday Story. http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/reggio-materials/blocks/
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes Publishing Company.
Hassinger-Das, B., Quinones, A., Diflorio, C., Schwartz, R.,Cyrielle, N., Takoukam, T., Salerno, M., & Zosh, J.M. (2021). Looking deeper into the toy box: Understanding caregiver toy selection decisions. Infant Behavior and Development, 62, 101529. https://doi.org/10.1016/j.infbeh.2021.101529
Hill, N. (2017, October 21). Loose parts: Playing with plastic! Fairy Dust Teaching. https://fairydustteaching.com/2017/10/loose-parts-playing-with-plastic/
Hirh-Pasek, K. & Golinkoff, R.M. (2004). Einstein never used flash cards. Rodale Books.
Iverson, J.M. (2010). Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language, 37(2), 229-261. https://doi.org/10.1017/s0305000909990432
LeeKeenan, D. & Edwards, C.P. (1992). Using the project approach with toddlers. Young Children, 47(4), 31-35. http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1010&context=famconfacpub
Lipp, M. (n.d.) Everything you need to know about loose parts play for kids. Fantastic Fun and Learning. https://www.fantasticfunandlearning.com/loose-parts-play-kids.html
Manolson, A. (1995). You make the difference in helping your child learn. The Hanen Centre.
Newland, L.A., Roggman, L.A., & Boyce, L.K. (2001). The development of social toy play and language in infancy. Infant Behavior & Development, 24, 1-25. https://doi.org/10.1016/s0163-6383(01)00067-4
Nicholson, S. (1971). How not to cheat children: The theory of loose parts. Landscape Architecture, 30-34.
Nowell, S., Watson, L.R., Crais, E.R., Baraneck, G.T., Faldowski, R.A., & Turner-Brown, L. (2020). Joint attention and sensory-regulatory features at 13 and 22 months as predictors of preschool language and social-communication outcomes. Journal of Speech Language and Hearing Research 63(9):3100-3116. https://doi.org/10.1044/2020_jslhr-20-00036
Nwokah, E., Hsu, H.C., & Gulker, H. (2013). The use of play materials in early intervention: The dilemma of poverty. American Journal of Play, 5(2), 187-218.
O'Neill, D.K., Deglint, T.J., Mckinnon, A.M., Nyhout, A., & Scott, J. (2018). Busy toy designs reduce the specificity of mothers' references to toy parts during toy play with their toddlers. Canadian Journal of Speech-Language Pathology and Audiology, 43(1), 35-47.
Orr, E. & Geva, R. (2015). Symbolic play and language development. Infant Behavior and Development, 38, 147-161. https://doi.org/10.1016/j.infbeh.2015.01.002
Oxfordshire Play Association. (2011, July 6). Using loose parts for play. Oxfordshire Play Association. http://www.oxonplay.org.uk/
Play and Playground Encyclopedia. (n.d.). Loose parts. Play and Playground Encyclopedia. https://www.pgpedia.com/l/loose-parts
Play and Playground Encyclopedia. (n.d.). Open ended play. Play and Playground Encyclopedia. https://www.pgpedia.com/o/open-ended-play
Playwork Principles Scrutiny Group. (2005). The playwork principles. Playwork Principles Scrutiny Group. http://www.playwales.org.uk/eng/playworkprinciples
Progressive Early Learning (n.d.). Construction: Blocks, loose parts, and S.T.E.A.M. Progressive Early Learning. https://progressiveearlylearning.com/blocks-loose-parts-and-steam/
Roux, N. (2014, April 11). Loose parts play for toddlers. Powerful Mothering. https://www.powerfulmothering.com/loose-parts-play-for-toddlers/
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook. Paul H. Brookes Publishing Company.
Sosa, A.V. (2016). Association of the type of toy used during play with the quantity and quality of parent-infant communication. JAMA Pediatr, 170(2), 132-137. https://doi.org/10.1001/jamapediatrics.2015.3753
Spary, S. (2019, September 4). Millions of toys are binned because kids don't play with them. Huffington Post. https://www.huffingtonpost.co.uk/entry/millions-of-toys-are-binned-because-kids-dont-play-with-them_uk_5cab5687e4b047edf95dadd8
Stockdale, A. (n.d.) How to use loose parts with toddlers. Learning Through Experiences. https://learningthroughexperiences.com/loose-parts-for-toddlers/
Tamis-LeMonda, C., & Bornstein, M. (1994). Specificity in mother-toddler language-play relations across the second year. Developmental Psychology, 30, 283–292. https://doi.org/10.1037/0012-16126.96.36.1993
Tamis-LeMonda, C.S., Bornstein, M.H., & Baumwell, L. (2001). Maternal responsiveness and children's achievement of language milestones. Child Development, 72(3), 748-767. https://doi.org/10.1111/1467-8624.00313
Tamis-Lemonda, C.S., Bornstein, M.H., Baumwell, L., & Damast, A.M. (1996). Responsive parenting in the second year: Specific influences on children's language and play. Early Development and Parenting, 5(4), 173-183. https://doi.org/10.1002/(sici)1099-0917(199612)5:4%3C173::aid-edp131%3E3.0.co;2-v
The Free Child. (2011, August 6). Waldorf and Montessori here. The Free Child. http://thefreechild.blogspot.com/2011/08/waldorf-and-montessori-here.html
The Telegraph. (2010, Oct 20). Ten-year-olds have 7000 pounds worth of toys but play with just 330 pounds. The Telegraph. https://www.telegraph.co.uk/finance/newsbysector/retailandconsumer/8074156/Ten-year-olds-have-7000-worth-of-toys-but-play-with-just-330.html
The Toy Association. (n.d.). U.S. sales data. The Toy Association. https://www.toyassociation.org/ta/research/data/u-s-sales-data/toys/research-and-data/data/us-sales-data.aspx
Tomasello, M., & Farrar, M. (1986). Joint attention and early language. Child Development, 57, 1454–1463. https://doi.org/10.2307/1130423
Tomasello, N. M., Manning, A. R., & Dulmus, C. N. (2010). Family centered early intervention for infants and toddlers With disabilities. Journal of Family Social Work, 13 (2), 163-172. https://doi.org/10.1080/10522150903503010
UCTV (n.d.). University of California TV series looks at clutter epidemic in middle-class American homes. University of California Television. https://www.uctv.tv/RelatedContent.aspx?RelatedID=301
Warren, S.F., Bredin-Oja, S., Fairchild Escalante, M., Finestack, L., Fey, M., and Brady, N. (2006). Responsivity Education/Prelinguistic Milieu Teaching. In: McCauley, R. and Fey, M. (Eds.), Treatment of Language Disorders in Children (47-75). Paul H. Brookes.
Warren, S.F., Fey, M.E., Finestack, L.H., Brady, N.C., Bredin-Oja, S.L., & Fleming, K.K. (2008). A randomized trial of longitudinal effects of low-intensity responsivity education/prelinguistic milieu teaching. Journal of Speech, Language, and Hearing Research, 51, 451-470. https://doi.org/10.1044/1092-4388(2008/033)
Wasik, B.A. & Jacobi-Vessels, J.L. (2017). Word play: Scaffolding language development through child-directed play. Early Childhood Education Journal, 45, 769-776. https://doi.org/10.1007/s10643-016-0827-5
Weisberg, D.S., Zosh, J.M., Hirsh-Pasek, K., & Golinkoff, R.M. (2013). Talking it up: Play, language development, and the role of adult support. American Journal of Play, 6(1), 39-54.
Winn, C. (2015, Aug 31). Building with blocks, tubes, ramps, and loose parts. Crozet Play School. https://crozetplayschool.wordpress.com/2015/08/31/building-with-blocks-tubes-ramps-and-loose-parts/
Zosh, J.M., Verdine, B.N., Filipowicz, A., Golinkoff, R.M., Hirsh-Pasek, K.,& Newcombe, N. (2015). Talking shape: Parental language with electronic versus traditional shape sorters. Mind, Brain, and Education, 9(3), 136-144. https://doi.org/10.1111/mbe.12082