Advancing Higher-Order Thinking Through Loose Parts Play: An Inclusive Pedagogical Approach in Neurodiverse Early Childhood Contexts

Abstract Book of the 5th International Education Conference

Year: 2026

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Advancing Higher-Order Thinking Through Loose Parts Play: An Inclusive Pedagogical Approach in Neurodiverse Early Childhood Contexts

Jagriti Samaniya

ABSTRACT:

This paper explores how loose parts play can function as an inclusive pedagogical approach for advancing higher-order thinking in neurodiverse early childhood settings. Grounded in Nicholson’s Theory of Loose Parts and sociocultural perspectives of learning, the study employed a practice-based inquiry approach within a kindergarten setting involving children aged 3–5 years. Children engaged with open-ended, natural, and recycled materials that could be manipulated, combined, and transformed through child-led inquiry and play.
Practice-based evidence was collected through systematic pedagogical documentation, including anecdotal observations, learning stories, photographs of children’s constructions, and transcripts of verbal interactions during play. Data were analysed using inductive thematic analysis to identify recurring instances of problem-solving, prediction, creativity, experimentation, and collaboration. Findings revealed that loose parts play supported higher-order thinking by encouraging children to test ideas, revise strategies, communicate collaboratively, and co-construct knowledge. Neurodiverse learners, including autistic children, demonstrated increased engagement, cognitive flexibility, and participation within responsive and inclusive learning environments. The study highlights the significance of intentional teaching, scaffolding, and flexible play-based pedagogies in supporting inclusion and complex thinking in early childhood education.

Keywords: Loose Parts Play; Inclusive Pedagogy; Neurodiversity; Higher-Order Thinking; Child-Led Inquiry