Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces

Autor/inn/en	Hassinger-Das, Brenna; Bustamante, Andres S.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick
Titel	Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces
Quelle	8 (2018), Artikel 74 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hassinger-Das, Brenna) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3390/educsci8020074
Schlagwörter	Play; Urban Planning; Urban Areas; Child Development; At Risk Persons; Young Children; Early Childhood Education; Equal Education; Games; Holistic Approach; Physical Activities; Community Programs; Outdoor Education; Signs; Foreign Countries; Low Income Groups; Food; Health Promotion; Retailing; Informal Education; New York (New York); Pennsylvania (Philadelphia); South Africa (Johannesburg); Oklahoma (Tulsa); Switzerland; Delaware + Suchen Sie Ihr Suchwort? Spiel; Stadtplanung; Urban area; Stadtregion; Kindesentwicklung; Risikogruppe; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Game; Spiele; Holistischer Ansatz; Freiluftunterricht; Zeichensystem; Ausland; Lebensmittel; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Warenwirtschaft; Informelle Bildung; Nichtformale Bildung; Schweiz
Abstract	Children from under-resourced communities regularly enter formal schooling lagging behind their peers. These deficits in areas such as language development, reading readiness, and even in the kind of spatial skills that predict later mathematical knowledge, may persist throughout their lifespan. To address such gaps, policymakers have focused largely on schooling as the great equalizer. Yet, children only spend 20% of their waking hours in school. How can developmental scientists and educators address this "other 80%" for the benefit of children's development? One answer is the Learning Landscapes initiative, which involves crafting carefully planned play experiences that focus on learning outcomes, particularly for children and families from under-resourced communities. Playful learning, a broad pedagogical approach featuring child-directed play methods, provides a unique way to foster learning and engagement organically within the built environment. Learning Landscapes already incorporates several well-documented projects. The Ultimate Block Party brought over 50,000 people to Central Park to engage in playful learning activities. Supermarkets became hotspots for caregiver-child interaction by simply adding prompts for caregiver-child interaction through signage in everyday "trapped" experiences. Urban Thinkscape transformed a bus stop and adjacent lot into a hub for playful learning while families were waiting for public transportation. Finally, Parkopolis is a life-size human board game that fosters STEM and reasoning skills in public spaces. This paper reflects on data from these projects while reflecting on lessons learned and future directions. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01