We need to create a safer society for children!

Worldwide, nearly 1 million children die from injuries every year. Tens of millions more require hospital care for non-fatal injuries, many possibly leading to lifelong disabilities. More children die of injuries than die of cancer, asthma and infectious diseases combined. Injuries affect children of all ages, but small children under five years are at a particular risk. The most common injuries are traffic injuries, burns and falls, poisoning, drowning and suffocation.

Why do children have accidents? 

 Because children explore their surroundings with great curiosity, unaware of all the risks that exist around them. Children are often absorbed in their own immediate interests and they can be oblivious to their surroundings. They only have a limited perception of the environment, because of their lack of experience or development. They are not aware of the consequences of the many new situations, they encounter daily. Curiosity and a spirit of adventure may lead a child into danger. A child’s interpretation of a situation may be inaccurate and adults should be aware, not to expect too much of them.

The home is known as a safe place, but it is here, the most accidents happen especially with small children. Every day children are hurt when interacting with products in their daily environments. Children will always hurt themselves, it is a part of growing up, but as adults we can prevent and minimize the accidents, especially the dangerous ones with catastrophic aftermaths.

Children from low-income families 

Children from low-income families are even at bigger risk for unintentional injuries. They live often in more hazardous environments, maybe exposed to fast traffic, lack of safe play spaces and homes with unsafe structures, like stairs without rails or gates and windows without bars and locks, an absence of child care options or supervision. Low income families  may not be able to afford safety equipment such as a home safety equipment , child restraints for cars, smoke alarms or bicycle helmets. Many families don’t have access to the information and resources they need to keep their children safe

The Convention of the Rights of the Child

Children are especially vulnerable to injuries, they need special consideration to safeguard their right to health and to a safe environment, stated in article 24 of the Convention of the Rights of the Child.

Every society is responsible for ensuring that this fundamental right is fulfilled.

Development of preventive measures 

Development of preventive measures has been impeded not only by limited health budgets, but also by injuries in many countries have been perceived as a less serious problem.

We need to make a global effort to reduce the leading cause of child mortality and create a safer and more just society for children.

Environmental modification like child friendly infrastructure, engineering of safer products, product modification, legislation, regulation, enforcement, standards, policies, education and skill development. Evidence shows that both public health and environmental science policies save lives, for example regulations on poison packaging and child restraints in cars.

Set up national safety programmes 

  • “Loans of car set for a low fee programs” for low income families
  • A Home safety equipment box to all parents
  • Pedestrian reflectors to all school children
  • Road safety education for to school children
  • Road safety education for teachers
  • After school programs “ Biking school”
  • Bicycle purchases should come together with an approved helmet
  • Home safety education for newbecomed mothers at maternel ward together with “A Home safety equipment box”
  • “A Small Part Cylinder”to all parents with children under 3 years of age
  • Fire alarms to all households
  • First aid training for teachers, preschool teachers and childminders
  • Safe toys  
  • Safe playgrounds
  • School Traffic Wardens

Set up Safety Corners in community centers to

  • Inform about child safety 
  • Distribute Safety brochures and safety material
  • Set up education programmes like “safety in the home”, “road safety”, “first aid ” etc
  • Distribute “A Small Part Cylinder” to all parents with children under 3 years of age
  • Help with car seat installations 
  •  Inform about the importance of using safety equipment
  • Inform and guidance about safe toys and age appropriate toys
  • Community Centers could also handle national programmes like “Loans of car set for a low fee programs”

Educate volunteerCommunity Safety Ambassador” with the mission to

  • Inform
  • Report safety issues in the community by visiting schools, playgrounds, parks etc
  • Help parents installing safety equipment in the home
  • Take part in community safety campaigns etc

To address safety issues comprehensively, will require the participation of everybody: parents, teachers, law enforcement, government, health care and NGOs. 

“We have a duty to protect children from injury and violence. Children live in a world designed for adults, but they have special needs and are more vulnerable than adults to certain factors in their environment which may place them at additional risk of injury” Ann M. Veneman, Executive Director, UNICEF.

Playtime Seychelles promotes safety for small children

  • On the Road
  • In the Car
  • On the Bike
  • In the Home
  • Safe Toys

We have started a Safety Corner on Playtime Seychelles blog. Read safety publications and  download them for free.  Welcome to visit us! Click on the picture


Contribute !

Everybody is welcomed to contribute safety ideas, material, articles and photos to Safety Corner. We  will publish it on the site ”Contributed safety material”. Together we can build up a bank of ideas and knowledge. Send your material to



Continue reading “We need to create a safer society for children!”

Playtime Seychelles Online-Learning

Playtime Seychelles blog has started an on-line learning on Playtime Seychelles blog where we will give self-paced  on-line courses for free.

Our first course is about the Convention on the Right of the Child “Introduction to UNCRC”

Introduction UNCRC

If you work as a childminder, in a daycare, a crèche or a preschool, is a parent or just interested in the subject, join this free online course about Children’s rights. It is designed to provide an introduction to the UNCRC. The course is composed, as a short, self-paced e-learning course to use on your own or by groups or working teams. This e-learning course will help you to learn about children and young people’s rights.

 Structure and overview of the course

The course is built up in five short lessons, one quiz and four of the lessons contain assignments. The lessons are as follows

History of UNCRC

Content of UNCRC

Monitoring body, Optional protocols and General comment


Responsibilities and a Right- Based- Approach

Make a rights mobile

Free material is included in the course as PDFs. Free download. You can see a presentation of the material in the brochure below.

Brochure: Brochurehttp://

Certificate: When you have completed the course, we will be happy to reward you with a course completion certificate.

Registration If you want a certificate you need to register by sending an email,  if not, you can still take the course anonymously.

About the instructor

Gunilla Holmberg is the founder of Playtime Seychelles , Playtime Seychelles blog and Playtime Seychelles online-learning. She is a former preschool teacher and an international vocational teacher that has been teaching and training becoming staff for daycare, creche and preschool.

You find the course site by clicking on the picture Playtime Seychelles online-learning  in the sidebar of the blog or click on the link below.

Welcome to Playtime Seychelles Online Learning

Enroll in this course by mail to playtimeseychelles.learning@gmail.com

or just take the course anonymously.

Check your knowledge about UNCRC by taking the Quiz below.

Created on By Playtime Seychelles


1 / 11

How many articles are in the UNCRC?

2 / 11

What age range does the UNCRC cover?

3 / 11

What does the UNCRC stand for?

4 / 11

Question Default TitleWhen was the UNCRC created?

5 / 11

lWhich one is not a right under the UNCRC?

6 / 11

Rights are?

7 / 11

Rights are Inalienable means?

8 / 11

How many general principles is it in UNCRC?

9 / 11

Individuals and groups who benefit from UNCRC are called?

10 / 11

The monitoring body of UNCRC is called?

11 / 11

How many Optional protocols follows UNCRC?

Your score is

The average score is 86%



Introduction to UNCRC
Created on By Playtime Seychelles


1 / 11

How many articles are in the UNCRC?

2 / 11

What age range does the UNCRC cover?

3 / 11

What does the UNCRC stand for?

4 / 11

Question Default TitleWhen was the UNCRC created?

5 / 11

lWhich one is not a right under the UNCRC?

6 / 11

Rights are?

7 / 11

Rights are Inalienable means?

8 / 11

How many general principles is it in UNCRC?

9 / 11

Individuals and groups who benefit from UNCRC are called?

10 / 11

The monitoring body of UNCRC is called?

11 / 11

How many Optional protocols follows UNCRC?

Your score is

The average score is 86%


Let litter into education!

Education should be characterised by a positive belief in the future and give all children the opportunity to acquire an ecological and caring approach to their surrounding environment and to nature and society. Education should give children an understanding of how people, nature and society affect each other, and also of how different choices people make in everyday life can contribute to sustainable development. To put litter into the curreclicum will give children the opportunity to learn about the environment and the role they can play in improving it. I believe that a concrete and important environmental issue such as littering is a good pedagogical starting point in learning for sustainable development. Educating students about the effects of litter and influencing attitudes are key steps towards behaviour change and litter reduction in the community as a whole.

Sustainable Development Goal 11

Littering is not a small problem!

Littering is a huge environmental threat one can witness in all urban areas. Streets, sidewalks, parking lots, roads and highways are mostly covered with food wrappers, soft drink and water bottles, plastic bags, handbills, cigarette butts, tissues, papers etc. Litter affects the environment negatively and the major impacts involve the danger to public health,endangering, or killing wildlife and serious damage to waterways, oceans and marine life. Based on recent data, 7 billion tons of debris enter the world’s oceans annually and most of it is long-lasting plastic. Litter also has an impact on the economy, The Clean Europe Network estimates that the total cost of cleaning up litter on the land throughout the EU is somewhere in the range of €10-13 billion.

Education is one of the most effective tools when it comes to shaping the future.

Our youngest generation are the future, so it is extremely important that we encourage good habits in children from a young age. It is essential that we educate our children on the importance of reducing litter and waste. Preschoolers and very young children can be educated about not leaving rubbish behind and throwing things away responsibly – and of course, most toddlers will love the ‘responsibility’ of being given ‘grown up’ tasks to carry out!

What can we do?

  • Set up a Clean School or Preschool program at your school or preschool together with the students, to change the littering behaviour in the school.
  • Children can be encouraged to create posters which they can put up around school or preschool also in corridors, classrooms,staff rooms and in the local community. The posters could encourage everybody to dispose of their litter correctly.
  • You can let the children come up with their own litter slogans.
  •  Raise public awareness regarding litter, by letting the students making a ”This is a Litter Free Zone” sign to be displayed outside the school.
  • Plan litter picking activities in and outside of your School-Preschool frequently.
  • Have recycling bins in every room, including staff rooms, kitchen and also outside on the yard. Recycling introduce students to the three environmental R’s recycle, reuse and reduce and also to a circular economy. Label recycling and waste bins clearly to avoid the waste getting mixed up. The students can help to make labels to the bins.
  • Let all students become Litter-free Ambassadors to take the message home to their siblings, parents and grandparents.
  • Initiate programmes like” Adopt a place, a park or street” in the neighbourhood and the staff and the students can spend some compulsory hours every week doing community work to clean up the area.
  • Integrate conversations about the environment into everyday lessons.
  • Make sure your school-preschool has completed a Risk Assessment and a Risk Assessment Form. The Risk Assessment is to make sure the health, safety and welfare of the students has been considered and that all reasonable precautions and controls are in place to a litter pick up activity.

Litter is a topic that addresses a real world issue!

Keeping their schools-preschools and neighbourhood litter-free is an easy and fun way for students to work together, a hands on experience that teaches them responsibility skills and gives a respect for the environment and the world around them. It also encourages children to take pride in their school and neighbourhood.

All children deserve a future without litter!

In the head of an International Vocational Teacher or

my view of education for childminders in nurseries, daycares, creches, preschools and home child minding.

The General Objective of eduction must be to provide students with knowledge of the tools that are relevant to their profession, both in the public and private sectors, such as nurseries, daycares, creches, preschools and home child minding and other areas of activities, relating to professional work with children aged between 0-6.

Education’s Contents should be as a powerful box of tools for child pedagogy work, where the tools give students good conditions to fulfil and develop the social missions of their areas of activities, as well as develop a clear professional identity. Contents should focus on: developing the understanding for a “big picture” approach which includes nurture and teaching, where governing documents are the starting point for the content and where assignments are based on a didactic point of view; working with the well-rounded development of children; the pedagogue’s importance to the environment and the material where the learning environment is dependent on the pedagogue’s knowledge, awareness and approach.

The eduction subjects should not be limiting, instead, it should be integrated with each other in an interdiscipinary approach. An integration will provide students with an overall picture of the profession and its work methodologies. Democratic core values, where the students’ input, experience and needs will impact on the contents and form one part of the way knowledge is imparted. Teaching should build on collaborative learning, peerlearning, problem and case study methodologies, story lines and projects, both large and small, of an interdisciplinary nature. Reviews should be presented to the entire class, so that everyone can participate in various ideas and solutions, but also to provide an opportunity for discussions, feedback and the solidification of knowledge and theories.

The work methodology should build on a distributed teaching approach. Education should strike a balance between individual and group assignments. Individual assignments should be produced based on the group assignments, so that students can internalise them using their own ways of thinking. The eduction should be run in a contextual learning environment, a social arena, where facts, understanding and abilities are developed and where active participation and creativity form one of the conditions for the learning processes.

The education’s structure should be designed around progressive thinking such that the foundation knowledge, abilities and attitude that develop at the start of the education are built on throughout the education in order to provide students with a professional identity, competency for the area of activity and personal development.

On Job Training periods has a huge impact the on the students learning and understanding, The theories and subject knowledge will be strengthened by concrete and practical experiences where students learn under guidance. On Job Training periods provide students with the chance to develop professional skills and the ability to reflect.

The eduction’s working objectives should be to make students employable by provide the knowledge, tools and abilities for a child pedagogue’s work relating to goals and guidelines in the area of activities’ practices.

How to raise a future environmentalist?

The answer is = Outdoor play.

Frequent, unstructured childhood play in natural settings has shown to be the best influence to develop of life-long conservation values.The world’s environmental problems are increasing and it is important to raise a future generation , who has positive views of nature and are willing to take action to protect it. But a lot of children today spend more time indoors and are more or less  disconnected  from the natural world and it is has a huge impact on their health, development and knowledge about nature. The disconnection between children and nature are one of the most pressing and overlooked crisis in our time. 

Physical activities from early age is particularly relevant if we consider the growth of children’s obesity worldwide, but also prevent heart disease and other health issues later in life. This is maybe the generation that will have a shorter life expectation, than their parents. 

Natural environments and outdoor play are beneficial to children in many ways:

  • children who regularly play in nature show higher motor control—including balance, than children who mostly play indoors
  • develop capacities for creativity, symbolic play, problem solving and cognitive and emotional development.
  • which in turn develops language, social skills, abstract reasoning and problem-solving skills
  • reduce stress and promote relaxationchildhood play in nature lays thefoundation for an interest in taking care of the environment later in life
  • helps children form a bond to nature

Helping Children to form an emotional attachment to nature may be the key to protect our planets future.

Temporary visits to nature in a diverse range of settings, from zoos to national parks, will probably not foster bonds with nature. If we want future generations to bond and fall in love with nature, outdoor play must have high priority in children’s everyday activity, especially during the childhood years.

To give children environmental education for sustainability at early age, with hands-on experience innature is more important than ever. Outdoor play promotes a relationship with the natural environment provides an environmental knowledge and ecological understanding of the world. The future will need ecological literate adults who are able to recognize common plants, animals and interpret what they see in nature. Let children be active learners, small children benefit from active hands-on discovery learning opportunities.

Let children play in the mud, pick flowers, climb trees, collect natural items.

Let children plant and grow vegetables and flowers. To care for a plant teaches children responsibility and respect for all living. When gardening there is a myriad of topics and scientific concepts children will discover. What does plants eat? How do plants drink water? Why do they need the sun? Do they breathe? They will learn about the life cycles of plants photosynthesizes and much, much more. Planting, growing and caring for plants teaches children everything, from basic skills to bigger concept of life.

Let children take part in composting activities. Composting helps children to understand how the environment works, nature’s way of recyclingand the life cycle. Composting activities also introduced children to the three environmental R’s recycle, reuse and reduce.

Let children meet the tiny creatures, that are critical players on this planet, as pollinators and helpers in nature and gardens. Bees, butterflies ladybugs, ants, snails, slugs, beetles, sow bugs, millipedes etc.  Children will discover, that even the smallest animal has an important role in our eco system.

Teach children the Four Ls about living creatures:

  • Look at them
  • Learn about them
  • Let them go
  • Leave them alone

Educate children not to leave rubbish behind and throwing things away in the environment. As adults we must help children understand the damage litter can do, to wildlife and the environment We need to be good row models and practice environmental good manners. Children don’t do as we say, they do as we do!

Shall we teach children about the destruction of the rainforest, global warming endangered species dying off ? “No” saysLouise Chawla Researcher and Professor in Environmental Design “of course it is important for adults and even teenagers to become aware of such problems and issues, but many environmental problems are just too abstract and complex for young children who still believe in Santa Claus.”

No-one will protect what they don’t care about and no-one will care about what they have never experienced.

Sir David Attenborough

*An environmentalist can be considered a supporter of the goals of the environmental movement, “a political and ethical movement that seeks to improve and protect the quality of the natural environment through changes to environmentally harmful human activity. Wikipedia

Free downloads of outdoor activities

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I know a girl she is 13 years old and I also know her family. She has three younger siblings and her family is very poor. This will be her last year in secondary school; she is very talented and has very good grades. Her grades qualify her for to start study in Gymnasium (High School). She had an old used smartphone until now, but it broke down and her parents cannot afford to buy her another one. She is in a big need for a phone for her school work and to keep on being successful in school.

Playtime Seychelles blog want to help her to raise money for a smartphone. If you like to help her too, you can buy Playtime a cup of coffee or put a tip in our Tip bowl. 

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Toy Libraries a sustainable solution!

A lot of used toys can be found in toy bins across the globe, waiting to be sent to the landfill. Because there is where the most of used toys end up.     It is estimated that 10 million toys end up in landfills every year globally. 

Plastic toys are a recycling challenge.  90 percent of toys manufactured today are made from plastics or plastic components and they are also often composed of other materials too, such as metals. The recyclable components can’t be separated out, and therefor they get prohibited from recycling centers.

But luckily, the toy libraries have come to the rescue and give used toys a second chance.

What is a Toy Library?

A Toy Library is similar to a traditional library; toy libraries provide resources for play, including toys, games, trained staff and dedicated space.Toy Libraries are open to everybody children and adults, institutions, organizations A toy library is a service that provides the opportunity for shared play and/or the loan of toys and games. A toy library can be operated by individuals, charitable organizations, local, regional or national governments. Toy libraries, can be seen as community resource, offering information, guidance and support to members in addition to the loan of toys and games. Some Toy Libraries also offers play sessions.

A membership is needed, some membership comes with a small fee some not or you donate a used toy to the library.

Every toy library is supervised by a toy librarian. The librarian’s responsibilities is to check toys out and back in, encourages safe, cooperative play among the children. Sometimes, they also join into the children’s activities. Another responsibility is to maintaining the library’s toys. Whenever a toy is checked back in, it needs to be checked for damage to ensure that it’s still safe to play with. Toys that are damaged or broken need to be repaired. All toys must be clean and disinfected, particularly toys for young children before putting the toys back in circulation again.

There are also mobile Toy Libraries that travels on wheels, from neighborhood to neighborhood. Children can come and play and also borrow toys when the toy library arrives.

Benefits of Toy Libraries:

  • Financial Benefits Borrowing toys from a toy library, parents can spend less money on new toys and reduce consumption .Children from low income families get access to more toys..
  • Environmental Benefits. When a lot of children can share one toy instead of each having their own, less new toys need to be produced, which saves resources and energy. Younger children can continue to play with the toys that older ones have outgrown, less old toys will end up in landfills.
  • Social Benefits.Toy libraries provide a safe place for children to meet and socialize with other children. They can learn important social skills like, sharing, and taking turns. Toy Libraries also weakening the social differences between children,
  • Education. Children of all ages learn by playing.
  • Help for Children with Special Needs. Many toy libraries offer specially adapted toys for children with disabilities.
  • Toy libraries advocate quality, well-made toys with excellent play value to ensure that the toys in their loan collection are long lasting and sustainable.
  • Children learn the values of solidarity and sharing from an early age.
  • Toy Libraries ensure that children from low income families have access to toys.
  • Toy Libraries give access to toys and play for all children in a community.
  • Children become a part of shared economy and a reuse habit from an early age.

There are Toy Libraries in Europe, USA, Asia, Oceania and Africa.

Toy Libraries provide a wide range of toys for their members and therefor also reducing waste and environmental impact!

Funding of Toy Libraries is mostly generated from grants and donations. Toy Libraries rely on voluntary help from community citizens for repairs of toys, toy donations etc. Some also uses out placed containers where people can donate used or outgrown toys.

Containers and toy libraries are an excellent example of the importance of reusing items, a concept promoted in the European Commission’s Waste Management Strategies. Preventing waste is the first and most important step in the overall waste management.

                                     Be sustainable. Borrow toys!

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Educational Toys ?????

The Toys Directive defines toys as goods designed and intended for use by children under the age of 14. Most researchers have also agreed that there are no educational toys, it is about how they are used in play and whether they contribute educationally or not to children’s learning.

Mr.Krister Svensson, Director of the International Toy Research Centre in Stockholm has gone a step further “I question the whole concept of an educational toy,’” he said. ‘”Toys don’t teach cognitive or motor skills; they just encourage children to practice them.”

What has been found through research and various studies is that open ended material is most educational.  Open ended materials means, material that is not finished and that can have several uses. These toys are the ones that contribute most to interaction and dialogue and also to development.

Open-ended materials have multiple uses and limitless possibilities, there are no rules to follow, no expectations, no specific problems to solve and no pressure to produce a finished product. Children can create a purpose for open ended toys and use it as they wish. In contrast to, closed-ended material, that has a determined outcome, a not right answer or right way to complete and finish. The single-function closed-ended toys become boring very quickly; they don’t encourage creativity, imagination, or problem-solving abilities.Simple toys offer more learning opportunities to children than complex toys and the more ways a child can play with a toy, the more he will learn.

To choose sturdy, high quality, long lasting open-ended toys are more cost-effective and sustainable, open-ended toys does not diminish; the play is simply reinvented by children.

Examples of open ended play material:

Bricks included Lego and Duplo for construction play. Develops children’s  hand eye coordination, early math and engineering skills through hands on learning, spatial awareness,improves fine motor skills, problemsolving, phantasy, creativity, social skills, language and science.

Material for role play and imaginary play like pretend kitchens with utensils, dolls, soft toys, dress up clothes, doll houses, material for different kind of profession plays like shop, bakery, hairdresser etc, help children process the world around them and encouraging, language development. Social  and emotional abilities are developed as children role-play with “what-if” possibilities they also learn empathy, cooperation  problem solving, and leadership skills through make-believe play.

Art supplies such as paper, crayons, markers, paints, and scissors glue, tape, loose parts etc. Develop fine motor skills, increases dexterity, improves hand-eye coordination, boost self esteem, encourages self expression, socializing and language, promotes innovation,creativity and phantasy, enhances decision-making skills.

Sand and sandboxes are good, both for construction and pretend play. Shovels big and small, buckets, small pots etc.

Outdoor play and outdoor equipment like balls, swing ropes, hula rings, climbing opportunities etc. exercise children’s big motor skills, coordination, balance, prevent obesity, relief stress and increase physical activity. The outdoor material can also be used as props in pretend play outside.

Loose parts are any collection of natural or manmade objects that can be used into children’s play. There are seven types of loose parts are:-Nature Based -Wood Reuse -Plastic –Metal Ceramic/Glass -Fabric/Ribbon –Packaging

But children also need some close ended ( close-ended toys have a clear ending point ) material like jigsaw puzzles and board games.

Jigsaw puzzles develop concentration, spatial awareness, shape recognition, hand and eye coordination, problem solving, language, memory and social skills.

Board games like Lotto, Card games, Dice Games etc. develop children’s fine motor skills, cognitive skills, social skills, taking turns, problem-solving, controlling emotions, winning and losing, patience, following rules and working together.  Children also learn colour recognition, numbers and counting, shape recognition, image and word recognition, pattern identification, and matching and memory skills.

Accessories as small play people, animals, and transport vehicles etc. accessories are important in play especially in dramatic play and block/construction play. Accessories stimulate language, interactions, creativity and fantasy.

As “facilitators of play” we need to

  • provide inspiring indoor and outdoor play environments, they are an opportunity for learning
  • provide stimulating and attractive materials to enhance and entice children into play.
  • carefully consider age and developmental levels in the design of the play areas and in the selection of materials.
  • organize the material so it is easy for children to overview.
  • inspect the material on regularly basis.
  • remove broken play material, broken materials even can be dangerous to play with. especially for small children.

The more ways a child can play with a toy, the more he will learn.”

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Loose parts and reuse a cost effective and sustainable option in child care centers.

Nature is filled with some of the best “toys” that can be offeredto children and as adults we also throw away a lot of manmade things that can enrich in and outdoor play. Things we believe is rubbish are the best play material children can get.

Loose parts are any collection of natural or manmade objects that can be used into children’s play. The loose parts are supporting invention, divergent thinking, problem solving, creativity and phantasy. They are materials that can be moved, carried, combined, redesigned, lined up and taken apart and put back together in multiple ways. They are materials with no specific set of directions that can be used alone or combined with other materials.

Loose parts is an open ended resource, which means that it has multiple uses and limitless possibilities, there are no rules to follow, no expectations, no specific problems to solve and no pressure to produce a finished product. Children can create a purpose for open ended material and use it as they wish. Open ended materials stimulate and empower children’s creativity, imagination and fantasy and they can be used in play in many ways. Researches have also showed that open ended material is the most educational material for young children’s learning and development. To use loose parts, together with open ended bought play material both indoor and outdoor will enrich children’s play and craft/art in childcare centers.

The seven types of loose parts are:-Nature Based -Wood Reuse -Plastic –Metal Ceramic/Glass -Fabric/Ribbon –Packaging.

The theory of “loose parts” was first proposed by architect Simon Nicholson in the 1970’s and has influenced child-play experts and the people who design play spaces for children in a big way.

The stick may be the world’s oldest toy Children find sticks an endless source of make-believe fun. Sticks can turn into swords, magic wands, majorette batons, fishing poles, and light sabers. When children pretend with sticks, they cultivate their creativity and develop their imaginations. They explore as they search outdoors for just the right one. Children build with sticks, bat balls with them, and walk with them. They are the original building blocks for creative play. The stick was inducted to the National Toy Hall of Fame 2008

Never underestimate the power of a stick.

To promote the use the ecofriendly material that nature offers and to reuse man made material instead of throwing it into the garbage bin is both a cost efficient and sustainable option.