Learning Landscapes: Where the Science of Learning Meets Architectural Design

Abstract

Rich learning opportunities in and out of school are critical for children to develop positively. Learning Landscapes is a new initiative that marries the fields of urban design and developmental science to bring playful learning opportunities to places where children and families spend time. Through this initiative, we have transformed parks, bus stops, grocery stores, and other public places into venues for playful learning interactions. In this article, we review the research on these projects, and map the vision and next steps of this initiative. By bringing learning opportunities to children and families who need it most, our goal is to equip parents and educators with the contexts and tools they need to support all children in developing the skills for success in school and life.

Put Your Data to Use: Entering the Real World of Children and Families

“…The ultimate goal is to improve and expand children’s learning skills by encouraging conversations between children and families in the 80% of time children spend outside the walls of school (Meltzoff, Kuhl, Movellan, & Sejnowski, 2007). By modifying everyday public spaces and redesigning common objects (e.g., streetlights), our research indicates that families are moving, talking, and thinking about language, literacy, mathematics, and science (Hassinger-Das, Bustamente, Hirsh-Pasek, & Golinkoff, 2018; Bustamente, Hassinger-Das, Hirsh-Pasek, & Golinkoff, in press).…”

Spatial thinking: Why it belongs in the preschool classroom.

“…Opportunities for spatial learning can be infused in the actual architecture of the classroom. Playful Learning Landscapes is a movement that transforms urban spaces into playful learning environments (Bustamante, Hassinger-Das, Hirsh-Pasek, & Golinkoff, 2018; Hassinger-Das et al, 2018; Playful Learning Landscapes Action Network, 2019). Parkopolis, a life-sized mathematical and spatial board game in a children’s museum, led to increased spatial and mathematical talk, as well as questions about spatial and mathematical topics, between adults and children (Bustamante et al, 2018; Morano, Bustamante, Schlesinger, Golinkoff, & Hirsh-Pasek, 2019).…”

“…Playful Learning Landscapes is a movement that transforms urban spaces into playful learning environments (Bustamante, Hassinger-Das, Hirsh-Pasek, & Golinkoff, 2018; Hassinger-Das et al, 2018; Playful Learning Landscapes Action Network, 2019). Parkopolis, a life-sized mathematical and spatial board game in a children’s museum, led to increased spatial and mathematical talk, as well as questions about spatial and mathematical topics, between adults and children (Bustamante et al, 2018; Morano, Bustamante, Schlesinger, Golinkoff, & Hirsh-Pasek, 2019). Another installation, Urban Thinkscape, transformed a bus stop in Philadelphia into a space for parent–child interaction and learning, with a puzzle wall and hidden figures in a metal design supporting spatial skills development (Hassinger-Das et al, 2018).…”

“…Another installation, Urban Thinkscape, transformed a bus stop in Philadelphia into a space for parent–child interaction and learning, with a puzzle wall and hidden figures in a metal design supporting spatial skills development (Hassinger-Das et al, 2018). Playful Learning Landscapes have multiple goals, including fostering interaction between adults and children, involving community members, and increasing children’s language and STEM skills (Bustamante et al, 2018). While originally designed for learning outside the classroom, these goals likewise complement preschool classroom learning.…”

Questions in a Life‐Sized Board Game: Comparing Caregivers' and Children's Question‐Asking across STEM Museum Exhibits

“…Furthermore, teachers do not typically utilize strategies known to encourage curiosity, such as prompting students to generate their own questions (Jirout, Vitiello, & Zumbrunn, 2018). Given children's lack of questioning in schools, Playful Learning Landscapes targets the time children spend outside of school-which comprises a stunning 80% of their waking hours (Meltzoff, Kuhl, Movellan, & Sejnowski, 2009)-to provide playful learning opportunities grounded in evidence from developmental and education sciences (Bustamante, Hassinger-Das, Hirsh-Pasek, & Golinkoff, 2019). These installations are an innovative series of projects that redesign everyday spaces to promote the kind of caregiver-child interactions and question-asking that lead to learning (Hassinger-Das, Bustamante, Hirsh-Pasek, & Golinkoff, 2018).…”