At the intersection of the global cities movement and the movement to optimize early education in and out of school, lies Playful Learning Landscapes. Check out some useful video introductions below about our current work and project goals…
Green Schoolyards America – “National Covid-19 Outdoor Learning Initiative”
Schools across the United States are facing an uphill battle as they figure out how to navigate COVID-19 physical distancing requirements that will allow students to return to campus. There is an urgent need to reimagine PreK-12 schools in order to reopen safely and equitably. Repurposing outdoor spaces is a cost-effective way to reduce the burden on indoor classrooms while providing fresh air, hands-on learning opportunities, and the health benefits associated with increased access to nature. [Online link]
Public Citizens for Children + Youth – “COVID – Toolkit to Help Kids During the Coronavirus Shutdown”
A statewide shutdown of schools, services, and non-essential businesses will help slow the transmission of Covid-19. It’s absolutely the right thing to do from a public health perspective, but it doesn’t make living with the disruption any easier to navigate. We hope this evolving Toolkit for parents and providers with a special pullout section for the arts, helps. [Online link]
Global Designing Cities Initiative – “Designing Streets for Children”
Building on the success of the Global Street Design Guide, the guidance in Designing Streets for Kids captures international best practices, strategies, programs, and policies that cities around the world have used to design spaces that enable children of all ages and abilities to utilize cities’ most abundant asset – streets. The guide includes design recommendations and case studies that highlight streets that are safe, enjoyable, and inspirational for children and caregivers. [Online link] [Urban Thinkscape pages link]
Shivaram, A., Chavez, Y., Anderson, E., Fritz, A., Jackson, R., Edwards, L., Powers, S., Libertus, M., & Hespos, S. (2021). Brief Interventions Influence the Quantity and Quality of Caregiver-Child Conversations in an Everyday Context. Frontiers in psychology, 12, 645788. [PDF Link] [Online link]
Hadani, H. S., Winthrop, R., & Hirsh-Pasek, K. (2021). Playful Learning Landscapes: Convergence of education and city planning. In S. Ra, S. Jagannathan, & R. Maclean (Eds.), Powering a Learning Society During an Age of Disruption (pp. 151–164). Springer Singapore. [Online link]
Gaudreau, C., Bustamante, A. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2021). Questions in a life-sized board game: Comparing caregivers’ and children’s question-asking across STEM museum exhibits. Mind, Brain, and Education. [PDF Link] [Online link]
Bustamante, A. S., Schlesinger, M., Begolli, K. N., Golinkoff, R. M, Shahidi, N., Zonji, S., Riesen, C., Evans, N. & Hirsh-Pasek, K. (2020). More than just a game: Transforming social interaction and STEM play with Parkopolis. Developmental Psychology, 56(6), 1041-1056. [PDF Link] [Online link]
Hassinger-Das, B., Palti, I., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Urban Thinkscape: Infusing public spaces with STEM conversation and interaction opportunities. Journal of Cognition and Development, 21(1), 125-147. [PDF Link] [Online Link]
Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-learn: Leveraging library spaces to promote caregiver and child interaction. Library and Information Science Research, 42(1). [PDF Link] [Online link]
Schlesinger, M. A., Hassinger-Das, B., Zosh, J. M., Sawyer, J., Evans, N., & Hirsh-Pasek, K. (2020). Cognitive behavioral science behind the value of play: Leveraging everyday experiences to promote play, learning, and positive interactions. Journal of Infant, Child, and Adolescent Psychotherapy, 19(2), 202-216. [PDF Link] [Online link]
Schlesinger, M. A., Sawyer, J., Hirsh-Pasek, K., & Fabiano, R. (2020). Play Captains on Play Streets: A community-university playful learning and teen leadership collaboration. Collaborations: A Journal of Community-Based Research and Practice, 3(1), 1-13. [PDF Link] [Online Link]
Bustamante, A. S., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Learning Landscapes: Where the science of learning meets architectural design. Child Development Perspectives, 13(1), 34–40. [PDF Link] [Online link]
Schlesinger, M. A., Hassinger-Das, B., Zosh, J. M., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). “When I was little, I loved to play”. Describing play experiences using a community-based lens. Scottish Educational Review, 51(2), 90-107. [PDF Link]
Bustamante, A. S. (2018). Preliminary results from Parkopolis: The life-size STEM board game. Poster presented at the The Administration for Children and Families National Research Conference on Early Childhood, Arlington, VA. [PDF Link]
Hassinger-Das, B., Bustamante, A., Hirsh-Pasek, K., & Golinkoff, R. (2018). Learning Landscapes: Playing the way to learning and engagement in public spaces. Education Sciences, 8(2), 74. [PDF Link] [Online link]
Hassinger‐Das, B., Bustamante, A. S., Hirsh‐Pasek, K., Golinkoff, R. M., Magsamen, S., Pearlman‐Robinson, J., & Winthrop, R. (2018). Learning Landscapes: Can urban planning and the learning sciences work together to help children? Brookings Institution Policy Report. Washington, DC: Brookings Institution. [PDF Link] [Online link]
Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R. M., & Committee on Psychosocial Aspects of Child and Family Health. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), e20182058.
Grob, R., Schlesinger, M., Pace, A., Golinkoff, R. M., & Hirsh-Pasek, K. (2017). Playing with ideas: Evaluating the impact of the Ultimate Block Party, a collective experiential intervention to enrich perceptions of play. Child Development, 88(5), 1419–1434. [PDF Link] [Online link]
Ridge, K. E., Weisberg, D. S., Ilgaz, H., Hirsh-Pasek, K. A., & Golinkoff, R. M. (2015). Supermarket Speak: Increasing talk among low-socioeconomic status families. Mind, Brain, and Education, 9(3), 127–135. [PDF Link] [Online link]
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Ultimate Block Party, Inc.
C/O: Temple Infant & Child Lab
580 Meetinghouse Rd.
Ambler, PA 19002