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Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes

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-bas...

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Autores principales: Pesch, Annelise, Ochoa, Karlena D., Fletcher, Katelyn K., Bermudez, Vanessa N., Todaro, Rachael D., Salazar, Julie, Gibbs, Hailey M., Ahn, June, Bustamante, Andres S., Hirsh-Pasek, Kathy
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9768569/
https://www.ncbi.nlm.nih.gov/pubmed/36571020
http://dx.doi.org/10.3389/fpsyg.2022.933320
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author Pesch, Annelise
Ochoa, Karlena D.
Fletcher, Katelyn K.
Bermudez, Vanessa N.
Todaro, Rachael D.
Salazar, Julie
Gibbs, Hailey M.
Ahn, June
Bustamante, Andres S.
Hirsh-Pasek, Kathy
author_facet Pesch, Annelise
Ochoa, Karlena D.
Fletcher, Katelyn K.
Bermudez, Vanessa N.
Todaro, Rachael D.
Salazar, Julie
Gibbs, Hailey M.
Ahn, June
Bustamante, Andres S.
Hirsh-Pasek, Kathy
author_sort Pesch, Annelise
collection PubMed
description 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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spelling pubmed-97685692022-12-22 Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes Pesch, Annelise Ochoa, Karlena D. Fletcher, Katelyn K. Bermudez, Vanessa N. Todaro, Rachael D. Salazar, Julie Gibbs, Hailey M. Ahn, June Bustamante, Andres S. Hirsh-Pasek, Kathy Front Psychol Psychology 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. Frontiers Media S.A. 2022-12-07 /pmc/articles/PMC9768569/ /pubmed/36571020 http://dx.doi.org/10.3389/fpsyg.2022.933320 Text en Copyright © 2022 Pesch, Ochoa, Fletcher, Bermudez, Todaro, Salazar, Gibbs, Ahn, Bustamante and Hirsh-Pasek. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Pesch, Annelise
Ochoa, Karlena D.
Fletcher, Katelyn K.
Bermudez, Vanessa N.
Todaro, Rachael D.
Salazar, Julie
Gibbs, Hailey M.
Ahn, June
Bustamante, Andres S.
Hirsh-Pasek, Kathy
Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes
title Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes
title_full Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes
title_fullStr Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes
title_full_unstemmed Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes
title_short Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes
title_sort reinventing the public square and early educational settings through culturally informed, community co-design: playful learning landscapes
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9768569/
https://www.ncbi.nlm.nih.gov/pubmed/36571020
http://dx.doi.org/10.3389/fpsyg.2022.933320
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