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Pesch A, Fletcher KK, Golinkoff RM, Hirsh-Pasek K. Evidence-based meets community-centred: A new approach to creating informal learning opportunities for children. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024. [PMID: 39051720 DOI: 10.1111/bjdp.12511] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Accepted: 07/08/2024] [Indexed: 07/27/2024]
Abstract
Informal learning spaces present ripe opportunities to supplement formal learning experiences. In this paper, we offer a new approach to creating enriching learning activities for public spaces that reflects evidence-based practices rooted in developmental psychology and uses community-centring practices from participatory research approaches. We first argue that extant theory and research supports the use of guided play pedagogy to foster learning. Second, we argue that effective translation of research to practice should incorporate community voices at every stage of the design, implementation and evaluation process. We describe a new initiative called Playful Learning Landscapes that reflects tenets of core developmental theory including constructivism and social learning theories as well as guided play pedagogy. Playful Learning Landscapes also extends the scope and scale of these evidence-backed theories by collaborating with communities to design activities for local community spaces. Taken together, we offer a way of upholding core developmental theory with equitable, culturally inclusive research and intervention practices. Transforming community spaces into hubs for children's learning promises wide-reaching implications for equitable access, school readiness and early childhood education.
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Affiliation(s)
- A Pesch
- Department of Psychology and Neuroscience, Temple University, Philadelphia, Pennsylvania, USA
| | - K K Fletcher
- Department of Psychology and Neuroscience, Temple University, Philadelphia, Pennsylvania, USA
| | - R M Golinkoff
- School of Education, University of Delaware, Newark, Delaware, USA
| | - K Hirsh-Pasek
- Department of Psychology and Neuroscience, Temple University, Philadelphia, Pennsylvania, USA
- Brookings Institution, Washington, DC, USA
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Hassinger-Das B, Fletcher K, Todaro R, Scott M, Hirsh-Pasek K. A hop, skip and a jump towards evaluating social interaction and learning through play at a child and adolescent inpatient treatment program. Child Care Health Dev 2024; 50:e13200. [PMID: 37956979 DOI: 10.1111/cch.13200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Revised: 08/28/2023] [Accepted: 10/24/2023] [Indexed: 11/21/2023]
Abstract
BACKGROUND The number of inpatient mental health facilities for children and adolescents in the United States is growing rapidly. While undergoing inpatient treatment, children and adolescents can benefit from innovative play opportunities designed to foster social interaction and learning. METHODS The Playful Learning Landscapes (PLL) initiative is a group of projects designed to transform everyday spaces into opportunities for playful learning. As a part of this initiative, two designs-Lifesize Ruler and Jumping Feet-were installed in an inpatient mental health facility for children and adolescents in the Mid-Atlantic region of the United States. RESULTS Results of pre-installation and post-installation naturalistic observations suggested that social interactions, the use of STEM-related language and 21st century skills, including confidence, increased after interacting with the installations. CONCLUSIONS While previous research on PLL projects has demonstrated the efficacy of transforming public spaces into places for playful learning, this research provides support that, even in private, targeted settings, using a trauma-informed approach, children and adolescents, can reap the benefits of playful learning.
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Affiliation(s)
| | - Katelyn Fletcher
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
| | - Rachael Todaro
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
| | - Molly Scott
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
| | - Kathy Hirsh-Pasek
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
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Shah PE, Hirsh-Pasek K, Spinelli M, Ozor J, Weeks HM, McCaffery H, Kaciroti N. Ecological contexts associated with early childhood curiosity: Neighborhood safety, home and parenting quality, and socioeconomic status. Front Psychol 2023; 14:986221. [PMID: 36925599 PMCID: PMC10011070 DOI: 10.3389/fpsyg.2023.986221] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Accepted: 02/06/2023] [Indexed: 03/08/2023] Open
Abstract
Introduction Curiosity is an important social-emotional process underlying early learning. Our previous work found a positive association between higher curiosity and higher academic achievement at kindergarten, with a greater magnitude of benefit for children with socioeconomic disadvantage. Because characteristics of the early caregiving and physical environment impact the processes that underlie early learning, we sought to examine early environmental experiences associated with early childhood curiosity, in hopes of identifying modifiable contexts that may promote its expression. Methods Using data from a nationally representative sample of 4,750 children from the United States, this study examined the association of multi-level ecological contexts (i.e., neighborhood safety, parenting quality, home environment, and center-based preschool enrollment) on early childhood curiosity at kindergarten, and tested for moderation by socioeconomic status. Results In adjusted, stratified models, children from lower-resourced environments (characterized by the lowest-SES tertile) manifested higher curiosity if they experienced more positive parenting, higher quality home environments, and if they lived in "very safe" neighborhoods. Discussion We discuss the ecological contexts (i.e., parenting, home, and neighborhood environments) that are promotive of early childhood curiosity, with an emphasis on the role of the neighborhood safety and the "neighborhood built environment" as important modifiable contexts to foster early childhood curiosity in lower-resourced families.
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Affiliation(s)
- Prachi E. Shah
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI, United States
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, United States
| | - Kathy Hirsh-Pasek
- Department of Psychology, Temple University, Philadelphia, PA, United States
| | - Maria Spinelli
- Department of Neuroscience, Imaging and Clinical Science, University Gabriele d’Annunzio Chieti-Pescara, Chieti, Italy
| | - Jenny Ozor
- Department of Public Policy and Government Affairs, CareFirst Blue Cross Blue Shield, Washington, DC, United States
| | - Heidi M. Weeks
- Department of Nutritional Sciences, School of Public Health, University of Michigan, Ann Arbor, MI, United States
| | - Harlan McCaffery
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI, United States
| | - Niko Kaciroti
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI, United States
- Department of Biostatistics, University of Michigan, Ann Arbor, MI, United States
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Pesch A, Ochoa KD, Fletcher KK, Bermudez VN, Todaro RD, Salazar J, Gibbs HM, Ahn J, Bustamante AS, Hirsh-Pasek K. Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes. Front Psychol 2022; 13:933320. [PMID: 36571020 PMCID: PMC9768569 DOI: 10.3389/fpsyg.2022.933320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Accepted: 10/31/2022] [Indexed: 12/12/2022] Open
Abstract
What if the environment could be transformed in culturally-responsive and inclusive ways to foster high-quality interactions and spark conversations that drive learning? In this article, we describe a new initiative accomplishing this, called Playful Learning Landscapes (PLL). PLL is an evidence-based initiative that blends findings from the science of learning with community-based participatory research to transform physical public spaces and educational settings into playful learning hubs. Here, we describe our model for conducting this research, which is mindful of three key components: community input, how children learn best, and what children need to learn to be successful in the 21st century economy. We describe how this model was implemented in two PLL case studies: one in a predominantly Latine community and the second in early childhood education classrooms. Furthermore, we describe how research employing our model can be rigorously and reliably evaluated using observational and methodological tools that respond to diverse cultural settings and learning outcomes. For example, our work evaluates how PLL impacts adult-child interaction quality and language use, attitudes about play and learning, and community civic engagement. Taken together, this article highlights new ways to involve community voices in developmental and educational research and provides a model of how science can be translated into practice and evaluated in culturally responsive ways. This synthesis of our process and evaluation can be used by researchers, policymakers, and educators to reimagine early educational experiences with an eye toward the built environment that children inhabit in everyday life, creating opportunities that foster lifelong learning.
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Affiliation(s)
- Annelise Pesch
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, United States,*Correspondence: Annelise Pesch,
| | - Karlena D. Ochoa
- School of Education, University of California, Irvine, Irvine, CA, United States
| | - Katelyn K. Fletcher
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, United States
| | - Vanessa N. Bermudez
- School of Education, University of California, Irvine, Irvine, CA, United States
| | - Rachael D. Todaro
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, United States
| | - Julie Salazar
- School of Education, University of California, Irvine, Irvine, CA, United States
| | | | - June Ahn
- School of Education, University of California, Irvine, Irvine, CA, United States
| | - Andres S. Bustamante
- School of Education, University of California, Irvine, Irvine, CA, United States
| | - Kathy Hirsh-Pasek
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, United States,Brookings Institution, Washington, DC, United States
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