Play is an integrative process, and the skills acquired in it—overcoming impulses, behavior control, exploration and discovery, problem-solving, reasoning, drawing conclusions, and attention to processes and outcomes are foundational cognitive structures that drive learning and motivation. Loose parts play is a prominent form of play that many scholars and educators explicitly endorse for cognitive development (e.g., divergent thinking, problem-solving). It is unique among play types because children can combine different play types and natural or manufactured materials in one occurrence. While educators and policymakers promote the benefits of loose parts play, no previous research has explored the direct relationship between preschool-age children’s indoor loose parts play experiences and cognitive development. We address this gap by bringing together the relevant literature and synthesizing the empirical studies on common play types with loose parts, namely object and exploratory, symbolic and pretend, and constructive play. We also focus on studies that examine children’s experiences through loose parts, highlighting the impact of different play types on learning through the reinforcement of cognitive skills, such as executive function, cognitive self-regulation, reasoning, and problem-solving. By examining the existing literature and synthesizing empirical evidence, we aim to deepen our understanding of the relationship between children’s play with loose parts and its impact on cognitive development. Ultimately, pointing out the gaps in the literature that would add to the body of knowledge surrounding the benefits of play for cognitive development and inform educators, policymakers, and researchers about the significance of incorporating loose parts play into early childhood education.

This case study presents a students-as-partners (SaP) approach to field education in social work. In particular, it describes the co-creation of a simulation-based learning experience co created and delivered by faculty, staff and two students—a student who experiences disability-related barriers and a theatre student. It explores the principles inherent in a student as partners philosophy as well as a universal design approach were used to co-create the simulation scenarios. The study examines the application of a student as partners approach and universal design for learning (UDL) principles in the development of simulation scenarios, both of which emphasize inclusivity, collaboration, and engagement. The case study also highlights how a collaborative, inclusive approach to simulation-based learning enhances student engagement and learning outcomes, particularly for students experiencing barriers. The experience demonstrates the value of interdisciplinary partnerships and offers insights for supporting students with disabilities in social work education, suggesting future directions for the integration of SaP and UDL in academic settings.

Readers will: Examine the current literature related to attention deficit hyperactivity disorder (ADHD) as related to d/Deaf and hard of hearing (d/Dhh) learners. Determine the implications of ADHD on learning, as well as social and emotional development and well-being. Describe the theoretical frameworks of Universal Design for Learning (UDL) and Differentiated Instruction (DI) to support d/Dhh learners who have ADHD. Discuss evidence-based strategies and classroom supports for students who are d/Dhh-ADHD. Identify resources for d/Dhh students with ADHD.