TASP 2023 schedule

TASP-NYC CONFERENCE 2023

TASP

The Association for the Study of Play

May 17-19, 2023

Borough of Manhattan Community College

NY, New York

Playship: a Pathway For Building and Sustaining Equitable Playful Spaces

ABOUT TASP

WELCOME MESSAGE FROM DR. TUGCE B. ARDA TUNCDEMIR

TASP EXECUTIVE COMMITTEE

PLAY & CULTURE STUDIES

ABOUT BMCC FITERMAN HALL

RESTAURANTS AND HOTELS

TASP 2023 CONFERENCE THEME

TASP 2023 CONFERENCE KEYNOTE SPEAKERS

TASP 2023 CONFERENCE SCHEDULE

TASP 2023 CONFERENCE PRESENTATION ABSTRACTS

TASP 2023 CONFERENCE PRERECORDED SESSIONS ABSTRACTS

The Association for the Study of Play (TASP) is the premier professional organization in academia dedicated to interdisciplinary research and theory construction concerning play throughout the world since 1973. Presently the Association publishes a quarterly newsletter titled Play Review and an annual volume titled Play & Culture Studies. The TASP members also receive the International Journal of Play. The Association's broad multidisciplinary focus includes the fields of anthropology, biology, communication studies, cultural studies, dance, ecology, education, ethnology, folklore, history, kinesiology, leisure studies, musicology, philosophy, psychology, recreation, sociology, and the arts.

TASP originated in Minneapolis, Minnesota on April 14, 1973, when Alyce Taylor Cheska convened and chaired a meeting of more than thirty scholars then publishing research within the general rubric of play. This critical mass of interested scholars formed the Cultural Anthropology of Play Reprint Society, and Michael Salter organized the first official meeting of the new organization in London, Ontario, later that same year. There, playful academic folks interested in studying and writing about play came together, reorganized as The Association for the Anthropological Study of Play (TAASP), and elected B. Allan Tindall as their first president. The organization changed its name to The Association for the Study of Play (TASP) in 1987.

TASP conducts a scholarly conference each year. Meetings have been held throughout North America and in Europe, including in Paris and Salzburg. During its early years, TASP published proceedings of the meetings, but beginning in 1988, annual publications replaced the proceedings. Play & Culture and the Journal of Play Theory & Research preceded the current Play & Culture Studies.

Welcome to the 2023 Annual Conference of TASP!

On behalf of The Association for the Study of Play (TASP) – our Executive Committee, and the Conference Planning Committee – WELCOME!

CONGRATULATIONS! You made it! We all made it!

Thank you for joining us at this special in-person Playship: A Pathway For Building and Sustaining Equitable Playful Spaces conference of premiere play theorists, practitioners, policymakers, and advocates worldwide. Last two years, we organized two successful virtual conferences, stayed connected virtually, and built our relationships even though we’re miles apart We have continued our work of play research with new methods and people.

During this extraordinary and playful two-day play retreat, you will enjoy eye-opening presentations and challenging dialogues and find a playship to develop relationships sure to expand your consciousness and practice of play. Playship creates an environment where all members feel welcome, valued, and caring for each other. This playful environment promotes opportunities to learn where and how injustice and inequality operate and advocates equity and inclusion As the Association For the Study of Play, we will create equitable playful spaces where we can build a culture of care within which each individual can thrive as fulfilled member of society We will share research, practices, thoughts, and play power We are also, extremely fortunate to have exemplary keynotes Rita Ezenwa-Okoro, Beth Ferholt, Shelly Newstead, and Lenore Skenazy, who will share their insight on how we create playships for building and sustaining equitable playful spaces

A hearty congratulations to each presenter for being flexible, adaptive, and creative in your presentation formats. A warm welcome to all participants from all over the globe. I also want to share a very special thank you to our board members and awesome conference committee members for joining the meetings and creating this supportive and fantastic team. Ruth Guirguis, Joanna J. Cemore Brigden, Vejoya Viren, Lynn Cohen, Krysta Murillo, Rick Worch, Carol Barron, Carrie Lobman, Darrel Davis, TED (BMCC) and Provost Erwin Wong (BMCC)

Truly the effort put into planning this endeavor was playful and graceful for us all We wish this conference may offer the same to all who join.

Playfully,

Tugce B. Arda Tuncdemir, Ph.D. President

The Association for the Study of Play

President

Tugce B. Arda Tuncdemir

Commonwealth University of Pennsylvania (Lock Haven University)

tbt914@commonwealthu.edu

1st Vice President

Book Review Editor

Joanna Cemore Brigden Missouri State University JoannaCemore@MissouriState.edu

2nd Vice President Vejoya Viren University of Texas Rio Grande Valley vejoya.viren@utrgv.edu

Past President

Debora Wisneski University of Nebraska Omaha dwisneski@unomaha.edu

Secretary

Lynn Cohen College of Education, Information & Technology Long Island University Post lynn.cohen@liu.edu

Treasurer Krysta Murillo, University of Tennessee krysta-murillo@utc.edu

Members-at-Large Website & Listserve Manager

Rick Worch

Bowling Green State University eworch@bgsu.edu

Membership & International Journal of Play

Michael Patte Bloomsburg University mpatte@commonwealthu.edu

Webmaster Sohyun “Soh” Meacham University of Northern Iowa sohyun.meacham@uni.edu

Series Editor, Play & Culture Studies

James E. Johnson Pennsylvania State University jej4@psu.edu

Carol Barron Dublin City University, carol.barron@dcu.ie

Darrel Davis Miami University davisdr@miamioh.edu

Ruth Guirguis BMCC-CUNY rguirguis@bmcc.cuny.edu

Tiago Almeida Campus de Benfica do IPL, Lisboa tiagoa@eselx.ipl.pt

Akosua Obuo Addo University of Minnesota addox002@umn.edu

Michael Kamen Southwestern University kamenm@southwestern.edu

International Member-at-Large

Fraser Brown, Leeds Beckett University, UK F.Brown@leedsbeckett.ac.uk

Student Member-at-Large

Juli Hishida Tennesse State University, juli.hishida@gmail.com

Stuart Reifel, Jaipaul L. Roopnarine, and James E. Johnson, Series Editors

Volume 1: Diversions and Divergences in Fields of Play (1998) Margaret Carlisle Duncan, Garry Chick, and Alan Aycock

Volume 2: Play Contexts Revisited (1999). Stuart Reifel Volume

3: Theory in Context and Out (2001). Stuart Reifel

Volume 4: Conceptual, Social-Cognitive, and Contextual Issues in the Fields of Play (2001). Jaipaul L. Roopnarine

Volume 5: Play and Educational Theory and Practice (2003). Donald E. Lytle

Volume 6: Play: An Interdisciplinary Synthesis Practice (2005) F F McMahon, Donald E. Lytle, and Brian Sutton-Smith

Volume 7: Investigating Play in the 21st Century (2007). Dorothy Justus Sluss and Olga S. Jarrett

Volume 8: From Children to Red Hatters®: Diverse Images and Issues of Play (2008). David Kuschner

Volume 9: Transactions at Play (2008) Cindy Dell Clark

Volume 10: Play as Engagement and Communication (2010) Eva Nwokah

Volume 11: Play as Performance (2011). Carrie Lobman and Barbara O’Neill

Volume 12: Play: A Polyphony of Research, Theories, and Issues (2012). Lynn Cohen and Sandi Waite-Stupiansky

Volume 13: Celebrating 40 Years of Play Research: Connecting Our Past, Present, and Future (2016). Michael Patte and John Sutterby

Volume 14: Aspects of Playwork (2018). Fraser Brown and Bob Hughes

Volume 15: Play and Curriculum (2020). Myae Han & James Johnson

Volume 16: Play and Literacy (2021). Myae Han & James Johnson

For Information, contact: James E. Johnson

Series Editor, Play & Culture Studies College of Education

The Pennsylvania State University, University Park, PA 16802-3206

jej4@psu.edu

Welcome to Borough of Manhattan Community College

Located in the heart of New York City

BMCC is a college that is alive with ideas and innovation, and supportive of the innate human striving for self-improvement. We offer opportunity to those students who desire it and wish to strive for it.

BMCC reflects the best of downtown Manhattan: the culture of Tribeca, the vibrancy of Wall Street, and the promise of the Statue of Liberty. New York City is exciting and dynamic, and as a BMCC student, you become an integral part of the community.

BMCC, a Hispanic-Serving Institution, welcomes students from the New York City area and all over the world. BMCC has students from over 155 countries, who speak a variety of languages. We are one of the most unique community colleges in the country. Explore our Web site to learn what BMCC can offer you.

The TASP Organization wants to send a heartfelt thank you to Provost Erwin Wong and the BMCC Teacher Education Department for hosting our first back-in-person conference and for going above and beyond to ensure our conference took place this year!

BoroughofManhattanCommunityCollege(BMCC)istheonly collegeinUnitedStateshistorytohavelostacampusbuildingtoa terroristattack.FitermanHallwasdonatedtoBMCCbyin1993by MilesandShirleyFiterman,andprovidedaboutathirdofthe College’sclassroomspace.Onthemorningof9/11,BMCCfaculty andstaffinFitermanHall justafewblocksfromtheTowers heardtheexplosionsandhelpedpeopleintoambulanceswhowere injuredfromfallingdebris.

Inthehoursthatfollowed,BMCChelpedthePortAuthorityofNew YorkcreateatriageinthegymattheCollege’smaincampus buildingat199ChambersStreet,usingfirstaidkitsandother suppliesfromtheBMCCNursingDepartment.Generatorswere alsosetupand199ChambersStreetbecametheCommandCenterfortheNewYorkPort Authority.

Thenat5:20ontheafternoonof9/11,WorldTrade7,acrossthestreetfromFitermanHall, collapsedandfellagainstit.Morethansevenstoriesofdebrispiledagainstacornerofthebuilding anditbecameuninhabitable.BMCCBuildingandGroundsworkers,safetystaff,administrators andvolunteersgatheredtheireffortsat199ChambersStreet,wheretheystayedmorethantwo weeks,workingaroundtheclockandsleepingoncots.

ComingBacktoCampus

Intheweeksthatfollowed,PresidentAntonioPérezledeffortstoenableclassestoresumeat BMCCandappearedonCBSnewswithreporterLouYoung,reassuringtheBMCCcommunity thatthecollegewouldreopen Administrators,staff,facultyandstudentspersonallycalledmore than10,000studentstoletthemknowtheycouldreturntoschoolonOctober1 lessthana monthaftertheattacks

AslowerManhattangotbackonitsfeet,FitermanHallwasrazedandrebuilt Thiswasmade possiblebyapublic/privatepartnershipbetweentheDormitoryAuthorityoftheStateofNewYork, theOfficeofNYCMayorMichaelBloomberg,TheCityUniversityofNewYork,theUS EnvironmentalProtectionAgency,theNYSDepartmentofLabor,theNYCDepartmentof Transportationandothers

Groundbreakingtookplacein2009andthenewFitermanHall a14-storybuildingthathouses theShirleyFitermanArtCenter,65classrooms,35computerlabs,130officesforfaculty,library spaces,openspiralstairways,aconferencecenterandmore openedinSeptember2012

https://cityroomblogsnytimescom/2012/06/29/cuny-building-at-ground-zero-nears-completion-aft er-11-years/

https://wwwbmcccunyedu/about-bmcc/9-11-and-bmcc/

Session Formats| 2023

ResearchSession

Researchsessionsincludeindividualpresentationsonneworongoingresearchrelated toplayandplayprovision Individualpresentersaregiventimetosharetheiroriginal research(i.e.,systematicallydesigned,generalizablestudiesemployingsound methodologiesanddataanalysispractices).Thefirstpartofthesessionallows researcherstopresenttheirworkfor10-15minutes.Thesecondpartofthesessionis foradiscussionledbyadiscussant.

Workshops

Emphasizelearningbydoingandallowparticipantstoexploretopicsindepththrough hands-onactivities,reflection,anddiscussion Proposalsincludeadetailedoutline describingthelearningactivitiesandinteractionsyouplan.

Roundtable/Symposiumpresentationssessions

SimilartotheResearchSessionsinwhichtherearemultiplepresenters.However,the roundtablesessionsareself-organized,with2-4presentersandoneself-selected facilitator.Thisisdesignedforparticipantstoengageinanacademicdiscussionona specifictopicofcommoninterest.Theroundtablediscussionsareanopportunityfor participantstogettogetherinaninformalsettingtoexamineissuesastheyrelateto playandplayprovisionresearch.

Pre-RecordedposterpresentationsviaCANVAS(15-20minutes)

Pre-recordedsessionsareavailableonCanvas.Recordedpostersessionpresentations includeapre-recordedaudioorvideopresentationonYouTubewithPowerPointand/or otherdigitalvisuals(eg,handouts) Pre-recordedpresentationsareresearch,applied research,actionresearch,playadvocacyeventsorprograms,andthepracticeand promotionofthenecessityofplay.

Conference Theme| 2023

Playship:aPathwayForBuildingandSustainingEquitablePlayfulSpaces

Wecreateequitableplayfulspaceswhenwemakeroomfordifferentandvariedexperiencesand opportunities Throughequitableplayfulspaces,wecanhopetobuildacultureofcarewithin whicheachindividualcanthriveasfulfilledmembersofsociety We,therefore,havea responsibilitytoadvanceequity Wedothisbestwhenweareeffectivelysupportedandwhenour widercommunitiesembracediversityandfullinclusionasstrengths,upholdfundamental principlesoffairnessandjusticeandworktoeliminatestructuralinequitiesthatminimizediverse experiencesandlimitequitableopportunities

Advancingequityrequiresunderstandingbroadersocietalcontexts,individualandgroupbiases, andhowhistoricalandcurrentinequitieshavecoloredourexperiences Playshipisastateor conditionthatpositionsindividualswiththeskillsandabilitytocreateplayfulspacesby eliminatingbiasesrootedinournation’ssocial,political,economic,andeducationalstructures. Playshipcreatesanenvironmentwhereallmembersfeelwelcome,valued,andcaringforeach other.Thisplayfulenvironmentpromotesopportunitiestolearnwhereandhowinjusticeand inequalityoperateandadvocatesequityandinclusion.

Researchers,practitioners,activists,andadvocatesfromawiderangeofdisciplines,including anthropology,education,eldercare,healthcare,socialwork,sociology,psychology,andzoology, willgatheratthisconferencetosharetheirplayfulness,research,practices,andthoughtsfor “Playship”andasapathwayforbuildingandsustainingequitable,peaceful,acceptingandplayful spaces.Theconferencecallsuponadvocates,practitioners,andmultidisciplinaryscholarsexploring thepotentialofplayincreatinganewworldtocontributeempiricalpapers,posters,symposia,and workshopsthatcapturethedimensionsofthisprocess.

TheAssociationfortheStudyofPlayrecognizesandcelebratesthediversityofresearchand perspectivesonthestudyofplay.Webelievethatdiverseperspectivesenhancenewknowledgeand understanding.Ourgoalistocreateaninclusiveonlineconferenceenvironmentthatinvites participationfromscholarsofallraces,ethnicities,genders,ages,abilities,religions,nationalities, andsexualorientations.Westrivetocreatealearningspacewhereparticipantsaretreatedwith respectanddignity,andallindividualsareprovidedanequitableopportunitytoparticipateand contribute.

Keynote1:RitaEzenwa-Okoro

RitaEzenwa-Okoroisathoughtleader,creativeculturist,performance activist,and communicationsexpertwhobelievesinthetransformativepowerofplayand performanceforhumandevelopment.Hervisionaryleadershipshinesasthe ExecutiveDirectoroftheGlobalPlayBrigade.Thismovementusesplayto softenbordersandbarriersbetweenpeopleacrosstheglobe.Sheisalsothe founderoftheUnitedNationsandBMWGroup’sInterculturalInnovation Award-WinningStreetProjectFoundation Thisorganizationimplements inclusivecreativearts-ledleadershipprogramsforat-riskyouthinAfrica.

SheisaMandelaWashingtonFellow,recipientoftheLagosStateAwardof ExcellenceinYouthDevelopmentandEntrepreneurshipDevelopment,respectively,athree-time globalfellowoftheInternationalSocietyofthePerformingArts(ISPA),andnowthefirstNigerian toserveontheboardofISPA,a75-year-oldprestigiousorganizationforperformingartsleaders acrosstheworld.RitaisalsotheauthorofDoing.Being.Becoming.Fortheloveofthecreative arts,abookaboutherperformancejourneyasagrassrootscreativeyouthorganizerinNigeria. BesidesdevelopingcreativestrategiesforbusinessesthroughherMarketingCommunicationsfirm ROC,Ritaisalsoamoviebuff,publicspeaker,singer,andworldtravelerwhoconsidersherselfa globalcitizen.

Keynote2:BethFerholtandPlayworldCollaborators

BethFerholtisanAssociateProfessorintheDepartmentofEarly ChildhoodandArtEducationatBrooklynCollege,CityUniversityof NewYork,andanaffiliatedfacultymemberinthePhD Programin UrbanEducationatTheGraduateCenter,CUNY,andPreschool EducationResearchGroupattheSchoolofCommunicationand Education,JönköpingUniversity.Shestudiesplayworlds:aformof adult-childjointplayandawayofbeinginwhichplayiscombinedwith artorscience.Dr.FerholtisafoundingmemberoftheInternational PlayworldNetworkandThePlayworldofCreativeResearch.Her researchfocusesonplay,imagination,creativity,perezhivanie,early childhoodeducation,andcare,andmethodsforthestudyofallofthese JenniferColon,Doug Elsass,KoriGoldberg,MaryAnnLaborda,PortiaRose,andRoscoteachinearlychildhood classroomsatTheBrooklynNewSchool,P.S.146. TheBrooklynNewSchoolhasbeenstudying andcreatingplayworldsforonedecade.ArtistSusannaBrockandmembersofPuppetryin

Practice--LucianoCohen,JasonLeinwand,TonytheMonkey,andDr.Smartypants–have assistedtheteachersandchildrenintheirplayworldworkoverthepastsevenyears.

Keynote3:LenoreSkenazy

TwodaysafterLenoreSkenazywrotethecolumn“WhyILetMy9-Year-Old RidetheSubwayAlone,”shefoundherselfonTheTodayShow,MSNBC, FoxNews,andNPR,defendingherself.Shegotthenickname“America’s WorstMom.”(Nice.)ShewentontowritetheFree-RangeKids,thebookthat becameamovement.Nowsheispresidentandco-founderwithProfessors JonathanHaidtandPeterGrayofthenonprofitLetGrow,whichpromotes childhoodindependence.Shehaslecturedeverywhere,fromDreamworksto MicrosofttotheBulgarianHappinessFestival(forreal!)Plus:Sheusedto writeforMadMagazine!(AnyonerememberMad?)ShelivesinNewYork Citywithherhusbandandbelovedcomputer.Herkidshaveflownthecoop,whichisgoodfor “Proofofconcept”purposes,butshemissesthem.

Keynote4:ShellyNewstead

Dr.ShellyNewsteadhasworkedintheplayworkfieldformore thanthirtyyearsasapractitioner,trainer,author,editor,publisher, andresearcher,currentlyanAdjunctResearchFellowatGriffith University,Brisbane,Australia SheistheManagingEditorof International Journal of Playwork Practice andtheSeriesEditor fortheRoutledge Advances in Playwork Research series.Shellyis alsothePresidentoftheInternationalCouncilforChildren’sPlay (ICCP)andtheManagingDirectorofCommonThreads,asocial enterprisethatdevelopsplayworktheoryandpracticeinternationally–www.commonthreads.org.uk

NewKidsintheBlocks: PedagogicalModelsof PlayforSocialJustice

Michael Kamen

Alicia Moore

Sessions3 (2.45-3.45)

GrowingBrainsthrough Play:Developing ExecutiveFunctionSkills throughaPlay-based Pedagogy

Amber Brown

PlayandSocialJustice: IssuesofEquity, Advocacy,and Opportunity

Olga Jarrett

John A. Sutterby

ExploringPreschool Children’sDigitalPlay

Tori K. Flint

Creatingplayfulspacesto learnaboutcomputational thinking

Rebecca Garte and Jennifer Gilken

PlayLabintheEarly Grades:ExpandingAccess andBuildingCommunity

Denisha Jones

Sessions4 (4-5pm)

RiskingChange:Capacity BuildingforRiskThrough theArts

Christine Alexander

TheateroftheOppressed GamesforActorsand NonActorsWorkshop

Natalia Ortiz

PlayfulPedagogiesin

EarlyChildhoodTeacher Education:Buildinga

PlayfulECEWorkforce

Deborah Wisneski

Deepti Kharod

Ruth Guirguis

Jennifer M. Longley

John Sutterby

Tugce Arda Tuncdemir

Michael Kamen

PlayingtoLearn:How Children'sMuseums AffectSchoolReadiness

Catie Davis

Homeplayandlearning practice

Myae Han

Imani Lawson

Annette Pic

Playful pedagogy in US early childhood education: a historical analysis

Abigail Seevak

Readyforadventure?

Playandcritique MountainRescue!

Denise Bressler

understandingPlayusing pláticas

Vejoya Viren

Brenna Hassinger-Das

Jennifer M. Zosh

Are-envisioned communitypark:a transitionfromexclusionto inclusivity

Eric Castle Sessions2

PlayMemories-An IntergenerationalProject toLookatPlayacross theDecades

Lynn Cohen

Kristine Baboolal

Taylor Curcio

Courtney Olsen

Teachers'Playbox: Movementgames thattransformthe classroom

Jesse Danger

Cristina Latici

Student-TeacherTrustandRecess Allowance

Melissa J. Turner

Joanna J Cemore Brigden

Examiningtherelationshipbetween PlayfulnessandPsychologicalSafety

Darrel R. Davis and Rebecca Bogard

AdiveintotheChildTeacherRelationship Training:APlayTherapyApproachto SupportTeachersandStudent

Abdelaziz Elmadani

ThePlaylabFramework: HonoringtheWholeChild ThroughPlay

Dahlia Rao

Shannon Merenstein

Sessions3 (2.45-3.45)

ConfrontingEveryday

OppressioninToddler

SettingsbyEmbracing

SchemaPlay

Travis Morgan-Chavers

Sean Durham

Ashton Bridges

GlobalPlayBrigade: BuildingaPlanetary PlayshipThrough Co-Creation,Cooperation andCross-Cultural Dialogue

Jeffrey Aron and Viviane Carrijo

Sessions4 (4-5pm)

Just Play Session

Lions,TigersandBears, Let’sRead!:DramaticPlay inRead-Alouds

Sarah Jackson

EvolutionofanOutdoor PlaySpace: Observation, Research,andDesign

Lorayne Carbon

Robbin Hawkins

Jerusha Beckerman

Barbara Schecter

Languageuseinnature preschoolbetweenindoor andoutdoorsetting.

Ekaterina Novikova, Annette Pic

Myae Han

NaturepreschoolsinTexas

John Alan Sutterby

Melissa M. Day-Mifflin

Marina Singletary

ImprovisationalTheaterfor EngagingMiddleSchool Students

Laura Rychly

On-task Behaviors of Young Children During Play: A multi-site observational study

Smita Mathur

RitaEzenwa-Okoro

SoonaftertheCOVID-19pandemicbegan,agroupingofplayandperformanceactivistsfrom aroundtheworldco-createdaPlayShip.Amovingvirtualplayspacethatprovidedsocial, emotional,andcommunitysupporttoourfellowhumanbeingsasweweatheredthestormofthe crisistogether.Withover500freeplayshopsofferedand15,000peoplefromover95countries participating,theGlobalPlayBrigade(GPB)wasbuilt TheGPBisagrassrootsmovementhinged onthetransformativepowerofplay,anditisspreadingrapidly Whathavewediscoveredfromthis playfulglobalgrassrootsexperiment?Isplayforsocialtransformationandcommunitybuilding catchingon?(Yes!)Whathavewelearnedaboutcreatingandorganizingculturallyspecificplay spacesrepresentedbydifferentcountriesandpeoples?Whathavewelearnedaboutcreatingnew kindsofequitableplayspacesthatcrosssocial,cultural,political,andgeographicalbordersand barriers?HowcanwefurthertiethegroundbreakingacademicworkofTASPwiththe revolutionarygrassrootsplaymovementembodiedintheGPB? Let'stalk!Let'splay!Let'sdiscovertogether!

BethFerholtandPlayworldsCollaborators

Playworldsareaformofadult-childjointplayandawayofbeing,inwhichplayiscombinedwith artorscience. Thetermcomesfromthecreativepedagogyofplay,apreschoolpedagogydesigned bytheSwedishscholar,GunillaLindqvist,inthe1990s.TodayplayworldsarepopularinSweden, developedandinuseinFinland,andalsotakeplaceinJapanandSerbia. Playworldsaredesigned toincludeallwhowishtojoinandtheysupportallparticipantsinfeelingwelcomed,valued,cared for,andcaring. TheyarealsoapowerfultoolforstudyingdevelopmentthroughParticipantDesign Research. Inthiskeynotewe,thecommunityofplayworldparticipantsinBrooklyn,willdescribe howwehavesustainedandgrownourplayworldworkinapublicelementaryschoolinoneofthe fewnationsthatdonotevenclaimtosupportthechild’srighttoplay Wewilldescribeadecadeof buildingplayworlds,fromourinspirationinSwedenthroughtothispointinthepandemicinNew YorkCity,andanswerquestions–fromourperspectivesaspeople,puppets,children,adults,dogs, monkeys,researchers,teachers,andartists--aboutourpastandongoingchallengesandcreations. (Formoreinformationabouttheinternationalplayworldworkofwhichourworkisapart,see https://www.helsinki.fi/en/researchgroups/cultural-historical-approaches-childrens-learning-and-de velopment/research/adult-child-joint-imaginative-playworlds.

ShellyNewstead

Achildistapproachto‘playship’–beyondparticipationandco-creationandtowardsemancipation Playshipisastateorconditionthatpositionsindividualswiththeskillsandabilitytocreateplayful spacesbyeliminatingbiasesrootedinournation’ssocial,political,economic,andeducational structures Wholenewframeworksofunderstandingandlexiconshavebeencreatedtoexamine howindividualbeliefsandbiasescanhaveadetrimentaleffectonothers Whilstbynomeans universallyaccepted,theseframeworksofmeaningwiththeirownuniquevocabulariesprovidea recognizedmeansofchallengingdiscriminationandinequalitywhereverpossible Thispaper arguesthatanotherformofbiasneedstobeaddressedinthe21st centuryinorderforplayshiptobe trulymeaningful Itadvancestheargumentthatplayfulspacescreatedbyadults–eitherfororwith children–canneverbetrulyequitableuntilissuesofadultismandadultprivilegehavebeen challengedatanindividualandinstitutionallevel Inthesamewaythatourethicalandprofessional codesprohibitdiscriminationonthegroundsofability,gender,sexuality,race,classetc,alladults concernedwithchildren’splayshouldalsoberequiredtoaddressissuesofpersonaland professionaladultism.Thepresentationincludesexamplesofwhatthismightmeaninpracticeand howalladultscandeveloptheirownawarenessofadultistbeliefsandbehaviorswhencreating playfulspaces.

Presentation Abstracts| 2023

FacilitatingPlayinCommunitySettings:ThePlayfulLearningAmbassadorProgram

BrennaHassinger-DasandJenniferM.Zosh

By2050,over70%oftheworld’schildrenwillliveincities(UNICEF,2012).Howcanresearchers,caregivers, communitymembers,cityplanners,andinstitutionscometogethertoleveragethe80%ofchildren’stimespent outsideofschooltobenefittheirdevelopment?OneansweristhePlayfulLearningLandscapesinitiative,which marriesthelearningscienceswithurbanrevitalizationtocraftcarefullyplannedplayfullearningexperiencesthat focusonlearningoutcomes.PlayfulLearningLandscapesinstallationsplacedinhightrafficurbanenvironments ensuresmaximalexposure,aligningwithbestpracticeinpreventionscience(Frieden,2010).Dovetailingwiththe PlayfulLearningLandscapesinitiative,KABOOM!’sPlayEverywheresuiteofprojectsisdesignedtoencourage childrenandfamiliestoplayineverydayspacesincitieslikeDetroit,Miami,Philadelphia,andothers.Play Everywheretakeseverydayplaceslikelaundromats,grocerystores,busstops,andsidewalksandtransformsthem intospacesforplay Toattempttomaximizetheefficacyof10PlayEverywheresitesinPhiladelphia,thePlayful LearningAmbassador(PLA)programisdesignedtogenerateawiderangeofstrategiesandtoolstofacilitate effectiveplayfullearningpracticeamongchildrenandfamiliesinteractingwiththeseplayfullearningpublicspace installations.ThispresentationwilldiscussthePLAprojectanddataregardingitseffectivenessonindividuals, families,andthelargercommunity.

PlayingtoLearn:HowChildren'sMuseumsAffectSchoolReadiness CatieDavis

AccordingtoTheSouthCarolinaKRAAnnualTechnicalReport,about27%ofthestudentsinpublicSouth CarolinaKindergartenprogramstestedattheDemonstratingReadinesslevelintheFallof2020.Thismeansthat only27%ofSouthCarolinapublicschoolKindergartenersenteredtheschoolyearwithsufficientskills,knowledge, andabilitiestoengagewithkindergarten-levelinstruction(WestEd,2021).Table1.1showssimilarresultsinFern CountySchoolDistrict,WillowCountySchoolDistrict,andLilyCountySchoolDistrict.Thisresearchstudyaims toidentifyspecificinterventionsneededtoincreaseKindergartenreadinessthroughplayatachildren’smuseum.I willconductthisresearchatTheFlowerfieldChildren’sMuseum(Flowerfield).FlowerfieldopenedinMay2018as achildren’smuseumexplicitlydesignedforchildrenagesbirthtosixyearsold.Themuseumisapproximately 6,000squarefeet,hastwofloors,sevenhands-onplayexhibits,oneclassroom,onereadingarea,andonestore. ManyvisitorstoFlowerfieldattendschoolsineitherFernCountySchoolDistrict,WillowCountySchoolDistrict, orLilyCountySchoolDistrict.ResearchQuestionsThisqualitativestudywilladdressthefollowingresearch questions:1.HowdoselectedparentsandcaregiversperceivetheroleofplayinKindergartenreadiness?

Whoweareandhowweplay KatelynClark

Earlychildhoodeducatorsareexpectedtobewellversedinyoungchildren’splay Fromprovidingplaymaterials, tofindingspacesforplayfullearningwithinagivencurriculum;earlychildhoodteachersaremakingdecisions aboutplay,forbetterorworse,onadailybasis.Thisworkshopwillfurtherourthinkingaboutteachersandtheir personalrelationshipwithplay Whoateacheris;theirhistory,theirpreferenceandtheirskillwithplayisbrought tothefore,asalensforunderstandinghowtheyinteractwithplayintheclassroom.Playnarrativeswillbe introducedasawayofunderstandingtheinterconnectednessbetweenwhoweareasplayersandhowweprovide forplayintheclassroom.Inthisworkshop,participantswillexploretheirownplaynarrative,andworktocreatean individualized“playeridentity”,throughwhichtoexaminetheirpractice.Togetherwewillexamineplayasbotha shaperofidentityandaninformerofpractice.

Theroleofplayandplayfulnessinadult-centeredpsychologicalinterventions Xiangyou(Sharon)Shen

Therecentdecadehaswitnessedincreasingintegrationofplayandplayfulnessinadult-centeredpsychological interventions.Theacceleratingdevelopmentisbuiltonconsiderableconceptualandmeasurementdevelopmentand cumulativecorrelationalevidencethatlinksplayandplayfulnesstovariouspositivehumanfunctionsandoverall well-beinginadulthood.FollowingthePRISMAguidelines,weexamined20outof454studiesidentifiedthrougha systematicreviewandprovidedanintegrativesynthesisofexistingempiricalevidenceonwhetherandhowplay andplayfulnesscausallycontributetopositivementalhealthoutcomesforadults.Throughtheunifyinglensof playfulnessinplayandplayers,weanalyzedthediversesetof20interventionstudies,fromwhichthreethemesof findingsemerged,highlighting(1)thementalhealthoutcomesofplay,(2)theformsandfunctionsoftheplaying process,and(3)theinfluenceofparticipantplayfulnessoninterventioneffectiveness.Preliminaryandconsistent quantitativeandqualitativeevidencesupportedplay’sroleasamediatingprocessinitselfand/orasacontextfor otherrelevant,activity-specificprocessesthatledtopositivementalhealth.Wealsofoundtentativeevidenceonthe mixedeffectsofparticipantplayfulnessasamoderatorthatmodifiedtheintervention-outcomerelationship. Furthermore,morepronouncedeffectswereobservedinthechangesofstateplayfulnesscomparedtothechangesin traitplayfulnessasadesirableinterventionoutcome.Importantavenuesforfutureresearchareelucidatedto advancesystematictestingofthedifferentrolesofplayandplayfulnessingeneratingpositivechangesinmental healththroughempirically-supportedpsychologicalinterventionsforadults.

HowtoStartaToyLendingLibraryinYourCommunity SusanElling

Creatingatoylendingprograminacommunitylibrarycanbeaneffectivemodality(lowcost,lowmaintenance, highbenefit)toexpandplayopportunitiesforallyoungchildrenandfacilitatelearning(language,motor,social, emotional)throughplay Comelearnabouthowthreekeycomponentsworktogetherinonesuccessfulmodelin Nederland,Colorado:1)theimportanceofaccesstoopen-ended,developmentally-appropriatetoystoenhance children’splaybyincreasingcreativityandelaborationonthemes(Bergen),2)“Promoteeducationandlifelong learningthroughequitableaccesstoinformationandlibraryservicesforall”.(AmericanLibraryAssociation),and 3)usingachildlanguagedevelopmentspecialisttoguidetheselectionoftoysanddevelopcoachingtoolsfor parentstolearnhowto“planplayactivitiesthatbuildyourchild’sunderstandingoflanguageaswellas(their) abilitytoexpress(themselves)”.(PepperandWeitzman).

PlayBasedSupportsforChildrentoPromoteResiliencePost-Pandemic KrystaMurillo

PowerfulInteractionsBuildResilience:Thisworkshopisanengaging,enrichingexperienceforparticipants.The presenterusesvariousformstokeeptheparticipantsinterested:Presentation(Lecture,powerpoint,videos)Song SelfReflectionQuestionsResilienceiskeyforpositivesocialemotionalgrowth.Thisworkshophelpstofacilitate supportiveadult-childrelationships;teacheshowtobuildasenseofself-efficacyandperceivedcontrol;and providesopportunitiestostrengthenadaptiveskillsandself-regulatorycapacities.Resiliencecanhelpprotectfrom variousmentalhealthconditions,suchasdepressionandanxiety Resiliencecanalsohelpoffsetfactorsthat increasetheriskofmentalhealthconditions,suchasbeingbulliedorprevioustrauma.Thismakeslearninghowto buildresilienceasignificantlyvitalfactorinachild'slife.

CreatingCooperativeCommunitythroughStoryDrama

AmandaWieheLopes

Inthisinteractiveplaysession,learnthefundamentalsandbenefitsofstorydrama,improvisedteacher-facilitated roleplayinspiredbychildren’sbooks.Thissessionwillpresentresearchontheuseofdevelopmentallyappropriate process-rich,learner-centered,theater-inspiredteachingpracticesinearlyeducationtosupportallchildren’s learningaswellasteachers’creativeself-efficacy,engagementwithcurriculum,andjoy.Storydramaoffers authenticengagementopportunitiesforlearnerswithdiverseabilitiesandpromotesacooperativestrengths-based learningculture(Whitmore,2015;Edmiston,2007).Whileresearchhaspointedtoabiasagainstcreativebehaviors andtraitsinschools(Beghetto,2007;Gajda,2016;Rubenstein,McCoach&Siegle,2013),storydramahasbeen showntopromotepositiverelationshipsbetweenteachersandstudentsandteachersandtheirpeerswhereinplay actsasasocialequalizer(author,2021).Bepreparedtolaugh,engage,andmovetogetherwithcolleagueswhile exploringthethemes,characters,andsettingofapopularchildren’sbook.

NewKidsintheBlocks:PedagogicalModelsofPlayforSocialJustice

MichaelKamenandAliciaMoore

Thisinteractiveworkshopwillprovideanopportunityforthepresentersto(1)facilitatehands-onstrategiesthat supportblockplayanditsimportanceonchildrens’learning,(2)sharetheconnectionsbetweenplay-based academiclearningandculturallyresponsiveteaching,and(3)introduceanewly-developedpedagogicalplay-based model.Thisnewly-developedmodelwasderivedfromastudyconductedbyoneofthepresenterswhoobservedthe interactionsbetweenstudentsengagedinfreeblockplayinfoursecond-grade(7-8yearolds)classrooms.Ineachof theclassrooms,blockstationswereaddedtomath-timerotations.Child-centereddatawerecollectedbyvideo recordings,stillphotos,interviews,andfieldnotes.ThemesthatemergedincludeSTEM-relatedengagementand children’sexplorationsofself-identity.Thesethemeswereusedtodevelopamodelofplaythatincludesfreeplay, imaginaryplay,academic-connectedplay,self-awareness,makersplay,andoutdoorplay Connectionscanbemade betweentheseplayengagementsandculturallyresponsiveteaching.Theseconnectionswillbehighlightedand discussedwithparticipants.Aswell,participantswillhaveanopportunitytoexploreanddiscusseffectivewaysto utilizethenewplay-basedmodeltosupportculturallyresponsiveplay-basedenvironmentsthroughblockplay.

SuccessfulPlay-BasedSchoolPrograms

MichaelKamen

Itiswelldocumentedthatplayisimportantfordevelopmentandlearninginchildren.Thereisalsoanabundanceof researchdocumentingadecreaseinplayopportunitiesforchildreninschoolsettingsinrecentyears.Thepurposeof thisongoingresearchprojectistodescribesuccessfulplay-based(definedforthisstudytoalsoinclude project-based,interest-driven,andcommunity-based)educationalprogramswithinschoolsettings.Theresearch explorestheoreticalunderpinnings,pedagogicalapproaches,structures,challenges,systemstomaintaininnovation, rolesofteachers,parents,andadministrators,communityrelations,howtheschooldefinesasuccessfulplay-based program,evaluationapproaches,andsuggestionsforotherschooladministratorsandteachers.Programsincludedin thisstudyrangefromfullyimplementedsystemicplay-basedcurriculumwithstudentsincontroloftheireducation (e.g.SudburySchools)topublicschoolswitha“projecttime”builtintotheirweeklyscheduletoplayactivitiesin anindividualteacher’sclassroom.Thepurposeistohelpunderstandthevarietyofmodelsthatresultinsustained play-basedprogramsthataresuccessfulasdefinedbytheschoolstaffandadministrators.Thepresentationwill describethemethodsofinvestigation,reportonpreliminaryfindings,andemergentthemes.Participantsattending thesessionwillbeinvitedtocontactthepresenteratalatertimewithsuggestionsofadditionalschoolsthatmaybe includedinthisstudy

RiskingChange:CapacityBuildingforRiskThroughtheArts

ChristineAlexander

Teachersareunlikelytoengageinrisk-takingbehaviorwhentheysenseambiguityoruncertaintyaroundaschool reforminitiative.However,theunknownandriskaregivenswhenteachersareengagedaschangemakersforschool reform.Buildingteachers’capacityforrisk-takingcouldplayasignificantroleinmovingschoolreformintothe classroom,affectingmeaningfulchangeinstudentlearning,teacherretention,andjobsatisfaction.Researchon arts-integratedandarts-basedprofessionaldevelopmenthasestablishedrisk-takingasafeatureofartpractices. Theatreimprovisationisnotableforitsimmediateandembodiedengagementwithrisk-takingasparticipantsplay withintheunknown.Participantsgivethemselvesandeachotherpermissiontotry,fail,andhavefun,which enablesthenthemtoencounterriskhead-oninasafe,low-stakesenvironmentsupportedbymutualtrustandsafety. Centeringriskinappliedimprovisationalpractice,whichexplicitlyasksparticipantstodrawconnectionsto situationsoutsideoftheimprovisation,isapowerfultoolforprofessionaldevelopmentorientedtowardschool change.

BrincadasProject:playineducation

VivianeCarrijo

DuetothehealthandpoliticalproblemscausedbytheCovid-19pandemic,theBraziliansegmentoftheGlobal PlayBrigade,theBrincadasProject,organizedbyanAcademicResearchGroup,hasuseditsacademic,affective, relational,financial,andresearchresourcestodesignplayfulandimprovisationaleducationalactivities.Theproject isacriticalcollaborativecontextwhereparticipants’agenciesaremobilizedtoplaywithpossibilitiesyettobe created.Throughmultipleplatforms,socialmedia,andWhatsAppgroups,ithasmanagedtosupportindigenousand impoverishedcommunitieswithmasks,food,housesupplies,therapy,andeducationalandplayfulactivitiesfor educators,students,andfamilies.Inthispresentation,wewilldiscussandanalyzeexamplesofhowtheBrincadas ProjecthascreatededucationalactivitiesinPlaybytheEngagedMultiletracy,whichisorganizedinthreedifferent moves:immersioninreality,criticalconstructionofgeneralization,andproductionofsocialchange(Freire,1970, NewLondonGroup,1996,Liberali,2021).

Presentation Abstracts| 2023

BuildingourPlayshipwithTheatre&Therapeutics

MarianRichandAurelieHarp

Howcanweusetheatricalandtherapeuticplaytobuildequitableplayfulspaces?Howcanweusetheatre, improvisation,andtherapeuticstoseeandexperienceplayinnewways?Canweimaginebeyondtheconstraintsof whatweknow?Astheaterartistsandsocialtherapeuticcoaches,weuseimprovisationalplay,performance, movementandphilosophicalquestioningtobuildensemblesofactivechange-makers.Inthisworkshop/playshop weinviteparticipantstoshare,respondtoeachotherandcreatewiththeirvariedhistories,identities,storiesand emotionalresponsestolivinginaworldincrisis.Weuseplaytotransformthewaywerelatetoourstoriesas “mine”andtherebyexperiencethatallofourstoriesbelongtotheworld.Asbothaudienceandperformers,our ensembleplayerswillexperienceanddiscoverthatwecannotonlysharedifficultemotionssuchasvictimization, anger,anxiety,depression,shameandisolation,wecanalsocreateacultureofcare.Wecanwriteanew,collective, relationalandgenerativenarrative.Ourhopeisthatbystrengtheningourrelationalskillsandpracticingwellnesswe canactivateourimaginationstogainthestrengthandcouragetobuildamoreequitableworld.Welcometoour theatrical,therapeuticPlayship!Howcanweusetheatricalandtherapeuticplaytobuildequitableplayfulspaces? Howcanweusetheater,improvisation,andtherapeuticstoseeandexperienceplayinnewways?Socialresearch showsthatwhileweallexperiencepainasindividuals,wegetbetterandgrowemotionallyingroups. Historically, becausetheaterisatooltoexpressemotionscollectively,ithasbeenusedasatherapeuticframework,indrama therapy,forexample.Wearegoingastepfurther.We’reinspiredbyFredNewman,thefounderofsocialtherapy:“I thinkcreativityisanenormouslyunderusedtoolintheareaofmentalhealth…I’vecometoseethetherapeutic workIdoasclosetothetheaterwork. Ibelievethatweeffect‘cure’bycreatingsomethingnewtogether.” We relatetoallpeopleascreatorsandsocialperformersoftheirlives,communitiesandworld.Whenweco-createour Playshiptogetherasaperformingensemble,weopenupnewpossibilitiesthatgobeyondthedominant understandingofwhoweareasaspecies-individualswhobehaveandadapttotheworldandthedominantculture (white,male,heterosexual,etc.).Wewillcommunetogethertoreimagineandreinventastageuponwhichwecan beradicallyinclusive,creatingsomethingnew,mixingandremixingourdifferentandvariedexperiencesand opportunities(orlackofopportunities).Thisisourtheatrical,therapeuticPlayship.

GenderComparisonsofChildren’sDiscourseinPlay LynnCohen

Halliday(1975)believedchildrenlearnlanguageinassocialcontextthroughtheexplorationoflanguagefunctions andconventionsthatsupportcommunication.Kindergartenchildrenshowextensivegenderdifferences,aswellas similaritiesinplaybehavior Thisstudyinvestigatedgenderdiscourseassevenkindergartenchildrenengageinthe contextofplay Thesubjectsattendedaculturallydiverse,middle-incomepublicschool.Thestudyfocusedon dialogduringnaturallyoccurringplayepisodesintheblockanddramaticplaycenters. Transcribedvideotapeswere codedforfrequencyofutterancestodetermineifgirlsspokemoreorlessthanboys.Furtheranalysisbuiltonthe socialcontextoflanguage.Criticaldiscourseanalysisfoundgenderdiscourseslocatedintheclassroom,including statusandpower,personalattributes-emotions,andfriendship.

PlayfulPedagogiesinEarlyChildhoodTeacherEducation:BuildingaPlayfulECEWorkforce

DeeptiKharod,Ruth Guirguis,JenniferM.Longley, TugceArdaTuncdemir,MichaelKamen,andDeboraWisneski

Thisroundtablesessionbringstogetherplayresearcherswhoseworkinvolvespreparingteachersofyoungchildren atinstitutionsofhighereducationintheU.S.Together,wewillprovideparticipantswithanoverviewandexamples ofhowplayfulpedagogiesareusedinteacherpreparationprograms.Ourgoalistoinvokeplayshipthrough relationshipbuildingamongallinterestedECEteachereducatorstoengage,enrich,andexpandconversationsabout playfulpedagogies.WehopetolaythegroundworkforfuturecollaborativeeffortsaimedatdevelopingECE teacherswhoembraceplayandknowhowtosupportandsustainit.Weinviteparticipantstocontributetothe discussioninpersonandvirtuallythroughdigitaltools.

GrowingBrainsthroughPlay:DevelopingExecutiveFunctionSkillsthroughaPlay-basedPedagogy

AmberBrown

Executivefunctiondevelopmentbeginsininfancyanddevelopsthroughadolescence,withthemostrapidgrowth occurringfrom3to5yearsofage.Executivefunctionsenablechildrentostayfocusedforlongerperiods,retain andmanipulateinformation,eliminatedistractionsfromtheirenvironment,makebetterchoices,andbebetter preparedforschoolandfuturelifechallenges.Executivefunctionsalsoenhancetheresilienceofchildrenwho experienceearlyadversityandcanreduceschooldifficultiesamongmaltreatedchildren.Earlylearningprograms thatintentionallysupportthedevelopmentofexecutivefunctionsskills,inadditiontosupportingcognitive development,providethebestenvironmentforlong-termdevelopmentandacademiclearning.Promotingexecutive functionskillswithinearlyeducationiskeytoreducingthesubstantialgapsinschoolreadinessandlater achievementthatseparatedisadvantagedchildrenfromtheirmoreadvantagedpeers.Thissessionwillincludean overviewofexecutivefunctiondevelopmentanditsvitalroleinchildren’ssocial,emotional,andcognitive development.Participantswillalsoengageinhands-onexecutivefunction-buildingactivities.Finally,participants willleavewithexecutivefunction-buildingactivitiestheycanimplementintheirclassrooms.

DoExecutiveFunctionsMatter?ClosingGapsthroughTargetedExecutiveFunctionDevelopmentin Preschool AmberBrownandMichellePeters

Thepurposeofthisresearchwastoexaminetheroleofexecutivefunctiondevelopmentinclosingopportunitygaps forpreschoolchildren.Datawerecollectedfrom250pre-kindergartenstudentsparticipatinginanexecutive function-focusedearlychildhoodprogramimplementedinahigh-minority,economicallydisadvantaged,large schooldistrictinsoutheastTexas.ExecutivefunctionscoresweremeasuredusingtheEvaluatingExecutive Functions(EF).AcademicachievementwasassessedusingtheCIRCLEProgressMonitoringSystem–PreK (CIRCLE).Findingsindicatedastatisticallysignificantmeandifferenceinexecutivefunction(t=25.934,p<.001) andachievementscores(RapidLetterNaming[t=21.35,p<.001],RapidVocabulary[t=-15.16,p<.001], PhonologicalAwareness(t=24.07,p<.001],andMath(t=27.42,p<.001])fromthebeginningoftheacademic yeartotheend.Theprogramalsohadalargeeffectonclosingtheachievementgaps,and34.9%,21.0%,49.7%, and46.5%ofthevarianceinachievementscorescanbeattributedtotheprogram.Additionally,statistically significantpositiverelationshipsexistedbetweenastudent'sexecutivefunctiondevelopmentscoresandhowwell theyperformedontheCIRCLEliteracyandmathematicssubtests.Asstudentexecutivefunctionscoresincreased, sodidtheearlyliteracyandmathematicsskills.Thisstudysupportsfindingsthatindicatean executive-function-focusedearlychildhoodprogramcanincreaseexecutivefunctiondevelopmentandreducethe executivefunctiongapseenatpreschoolentrybetweendisadvantagedchildrenandtheirmoreadvantagedpeers.

Homeplayandlearningpractice MyaeHan,AnnettePic,ImaniLawson

Thisstudyexaminedtherelationshipbetweenhomeplayandlearningpracticeamonglow-incomefamiliesusing theFamilyMapInventorydatabase,acomprehensiveresearch-basedscreeningtoolforhomevisitingand center-basedprograms.Usingdatafrom896child-caregiverdyads,regressionanalyseswereconductedtoexamine therelationshipsbetweenplayandlearningpracticeathome.Thefindingsrevealedplayrelatedscales(availability ofmaterials,homeplay,varietyplay)significantlypredictedhomereadingpracticeandhometeachingpracticewith varietyplayasthestrongestpredictor Asimilarpatternwasfoundamongfamilieswithmentalhealthconcerns. Caregiverswhoprovidedtheirchildrenmoreplayopportunitiesinandoutsideofhomereadbooksmorefrequently withthechildandtaughtmorebasicacademicskillsathome.

ExploringPreschoolChildren’sDigitalPlay ToriK.Flint

Inordertocreateandfosterlearningspacesthatbuilduponchildren’sknowledgeandexperiences,wemustrespectandvalue theirwaysofknowingandbeing,includingtheirplay.Accordingly,thisstudyhighlightsthewaysthatyoungchildren (re)imaginedspaces,materials,andidentitiesthroughtheirdigitalplayinananalogpreschoolclassroom.Thisqualitative studyutilizedaframeworkofchildren’splayasmurmuration(atransmodalassemblage),toanalyzeanddiscussthechildren’s variousdigitalplayengagements.Threemainthemeswereidentifiedwithin/acrosstheseengagements,includingthewaysthe children:(re)imaginedthedigital,drewfrompopulardigitalcultureandmediatomakeconnectionsandconstructmeaning, andcomposeddigitalidentities.Insightshighlightthewaysthechildrensetasideperceivedrulesformaterials,objects,spaces, andidentitiesandcreatedspaceforcritically(re)envisionedideas,concepts,realities,andfuturestoemerge.Weencourage educatorstocreateandfosterclassroomspacesthatvalueandbuilduponchildren’splayfulwaysofknowing,being,and becominginthedigitalworld.

It’sNotThatSerious:Playfortheprofessionalvoiceuser

AlexandraPlattosSulackandMarisadelCampo

Howdowefosteranenvironmentthatinvitesexplorationandservestheindividualpersoninavoicelesson?Weplayand makesounds It’snotthatserious.Inindustrieswhereprofessionalismisequatedwithseriousness,itcanbeeasytoforgetthe powerofplayasameansofdevelopingself-expressionandartistry.Thevoiceisavehicleforexpressionandidentity.The voiceisnotstagnant.Instead,itcangrowandchangethroughoutalifetime.Individualsgettodecidehowtheyusetheirvoice andwhattheirvoicesoundslike,andthefullspectrumofsoundscanbediscoveredthroughplay.Gamification,imaginative play,andmutualtrustbetweenteacherandstudentfacilitatesvoiceeducationanddiscovery.Thisworkshopisforsingersand speakersalike.Participantswillbeinvitedtoplaygamesthatexplorethespectrumoftheirownspeakingandsingingvoices. Workshopparticipantswillleavewith3vocalexercises,2questionsforinvestigation,and1manageableactionitemto implementimmediatelyintotheirwork.

PlayMemories-AnIntergenerationalProjecttoLookatPlayacrosstheDecades

LynnCohen,KristineBaboolal,TaylorCurcio,and CourtneyOlsen

Thepurposeofthissessionistodescribeandanalyzeintergenerationalplaythroughahistoricalperspectiveand framedinthetheoriesofEriksonandParker’s(1995)continuitytheoriesinacollegeplaycourse.Aretrospective methodwasemployed.Twoteachercandidateswillshareinterviewstheyconductedaboutplaymemorieswith someone25yearsolderandcomparedthatwiththeirchildhoodplayandcontemporarydescriptionsofplay.The resultsindicatedthatanimportantplaceforplaywasoutsidewithinparticipants’neighborhoods. Thetoysof choiceweredollsandfigurines,balls,bikes,andboardorcardgames.Eldersanduniversitystudents’useof technologyplaydiffersfromcontemporaryplay Theplayofeldersresembledtheplaymemoriesoftheuniversity studentsmorethantheplayoftoday’schildren.

Readyforadventure?PlayandcritiqueMountainRescue!

DeniseBressler

Informaleducation,therehasbeenatrendofreplacingunstructuredplaytimewithhighlystructuredacademic time.Formaleducationdoesnotseemtounderstandthatplayequalslearning--studentscanbedoingbothatthe sametime.MountainRescue,acollaborativetabletopgamethatpromotesSTEMlearning,aimstobeanexampleof playfullearningeasilycompletedwithinaclassperiod.Duringgameplay,eachplayerembodiesarolewithunique STEMexpertise,andtheyjigsawtheirknowledgetogethertosolvepuzzles.Thecontentandexperienceswithinthe gamealigntotheNextGenerationScienceStandards.Offeredasanaffordablelow-techexperience,Mountain Rescueispositionedasapotentialsolutiontothelackofplayinmiddleschoolclassrooms.Butweneedtorefine ourprototype.Thissessionwillbehighlyinteractivewithgameplayandvibrantdiscussionstocritiquethegame.If wecangetthegamedesignjustright,webelievethatplayfullearning--asofferedbyMountainRescue--mightspark anenduringinterestinSTEMandhelpdiversifytheSTEMworkforce.

ImprovisationalTheaterforEngagingMiddleSchoolStudents LauraRychly

Adolescencecanbeatimeofstrife,andmightevenbedescribedmetaphoricallyasaformofoppressionoverthose livingthroughit.Oppressionleadstofeelingsofpowerlessnessandapathy,whichexplainswhysomemiddle schoolersmightbenefitfromclassroomexperiencesthathelpthemreclaimpoweroveroppression.Humorprovides ameansofresistancethroughwhichoppressedadolescentscanexpressthemselves,andimprovisationalcomedyis atoolthatteacherscanuseintheirlessondeliverytoinjecthumor.Thischapterexplainswhyimprovisational theaterisaneffectivewaytocreateengagingmiddleschoolclassroomsandprovidesimprovisationalgamesfor classroomuse.

CreatingaspaceforunderstandingPlayusingpláticas VejoyaViren

Atransnational,earlychildhoodteachereducatorataHispanicservinginstitution(HSI)attheUS/Mexicoborder, sharesherjourneyintocriticalself-examinationofpersonalandcollectiveperspectivesonPLAYwithherstudents, usingpláticas.Studentsexamineplayasbothapersonalexperienceandapedagogicaltool.UsingPauloFreire’s frameworkofconscientizationorcriticalconsciousness,theauthorexaminesthedisparateexpressionand experienceofplaywithinthecontextofmulti-cultural,multi-lingual,anddiasporicexistence.“Pláticandohasbeen apivotalandnecessarycomponentoftraversingacademicspacesthathasallowedustoweavethepersonaland academic.”(Fierros&Bernal,2016.p.68).

ThePlaylabFramework:HonoringtheWholeChildThroughPlay

DahliaRaoandShannonMerenstein

ThisinteractiveworkshopwillprovideadetailedoverviewofthePlaylabFramework,anequity-focusedpublic schoolinitiativebasedinPittsburgh,PA.PlaylabwascreatedbyHatchPartnersinPlay,anorganizationthat envisionsafutureinwhicheducatorscreateplay-prioritizedclassroomsandeverychildisguaranteedagencyto makemistakes,tryagain,joyfullyconnect,developsocio-emotionalskills,andapplyacademicskillsauthentically Thisworkshopisdesignedforanyeducator,administrator,orprofessionalworkingwithchildrencuriousaboutthe benefitsofchild-ledplayindiverselearningenvironments.ParticipantsinthePlaylabworkshopwillgainan understandingofthekeycomponentsofthisinitiativeandtheresearchsupportingitsdesign.TogetherwithPlaylab educators,participantswillimaginepossibilitieswithopen-endedplaymaterials,thenreflectupontheirexperience asalearnerandeducator Utilizingtargetedthinkingroutines,participantswillthenengagewithvideofootagefrom Playlabtodrawmeaningfromrecordedplayexperiencesandmakeconnectionstopersonalteachingpracticesand experienceswithplay

ConfrontingEverydayOppressioninToddlerSettingsbyEmbracingSchemaPlay

TravisMorgan-Chavers,SeanDurham,andAshtonBridges Buildingandsustainingplayfulandequitableplacesfortoddlersishinderedbymultipleforcessuchaslackof awareness,educationandtraining,and,inmanyways,“adultsupremacy.”Often,astoddler-agedchildrenbeginto “try-on”independence,actontheir internaldesiresforautonomy,andgrapplewiththesignificanceand consequencesofpropinquitytothecaregiver,theirnaturalsensorimotorexplorationsareoftenmisunderstoodand redirectedbyadults.Thispredicamentdemandsthatwerecognizethewaysinwhichadultsoftensuppress,bind, shame,andphysicallyoppressthenaturalinclinationsoftoddlersincaresettings.Inourworkwehaverecognized thatthisgoesbeyondquestionsabouttheappropriatenessofpracticeanddemandsthatwegiveserious contemplationoftherelational,physical,andintellectualenvironmentsthatwecreateandrenewmeasurestohonor toddlers’naturalinclinationsandlearningschema,i.e.,theveryplaythatisfrequentlyconfinedandsuppressedby reprehensiblebarriers.Thisworkshopidentifiestheinequitiesthattoddlersface,reviewsthedevelopmental characteristicsandneedsoftoddlers,andsuggestshowemphasizingsecurerelationshipsandembracingthe schematicplayof toddlerscanpromotetoddlers’well-beingandcreateanoasisofsecurityandgrowthforthis vulnerablepopulation.

Student-TeacherTrustandRecessAllowance MelissaJ.TurnerandJoannaJCemoreBrigden

Thepurposeofthisstudywastoexaminehowchildrendescribethetrusttheyhaveintheirteachers,aswellastheirrecess experiences Sevensecond-gradeboyswereselectedtoparticipateinone-on-one,semi-structuredinterviewsthatwereheldat theendofthefirstquarter Allstudentshadexperiencedthelossofrecessminutesduetoacademicorpunitivereasonsthat weredecidedbytheircurrentorpreviousteachers Thisphenomenologicalqualitativestudyyieldedcompletetranscriptions thatwereanalyzedtoevaluatewhetherdescriptionsoftrustcouldbelinkedtotheexperiencesoflosingrecess Trustwas definedbyallstudents,withtheirmainideasoftrustreflectingthesamedefinitionsasthosefromtheliterature Allstudents discussedtheupsetandhurttheyfeelwhenlosingrecess,andthesedescriptionswerefurtheranalyzedtoguidetheevaluation ofcurrentpractices Theresultsofthestudyprovidedevidencethatthereisindeedconcernforstudentslosingtrustinteachers duetotheirlackoforlossofrecessminutes.Futureresearchcouldfurtherdefendtherelationshipbetweentrustandrecess allowance.

AdiveintotheChildTeacherRelationshipTraining:APlayTherapyApproachtoSupportTeachersand Students

AbdelazizElmadani

Thepresentationwillprovideanopportunityforparticipantstoraiseawarenessinseekingprofessional developmentandtrainingthatcanbeusedintheschoolsystem.Thepresentationwillfocusonintroducingthebasic skillsofchildcenteredapproach;ChildTeacherRelationshipTraining(CTRT);returningresponsibility,esteem building,reflectionoffeeling;limitsetting;choicegiving.Thepresentationwillincludearecentliteratureonthe effectivenessoftheCTRT

ExaminingtherelationshipbetweenPlayfulnessandPsychologicalSafety DarrelR.Davis

ThispilotresearchexaminestherelationshipsamongadultPlayfulness,psychologicalsafety,andteamlearningbehaviors, withinanacademiccontext Play,conceptualizedasadisposition,trait,ortendencytoengageinPlayfulbehaviors(Shenet al, 2017)hasbeenshowntoinfluencestudentlearningandthelearningenvironment(DavisandBergen,2014;Vogtetal,2018) Similarly,psychologicalsafety,apersonalevaluationofgroupsafety(Edmondson,1999),hasbeenshowntobeanimportant factorinteamfunctioningandperformanceinavarietyofcontexts(Newmanetal,2017) Althoughtherelationshipbetween adultPlayfulnessandpsychologicalsafetyhasbeenstudiedintheworkplace(MukerjeeandMetiu,2022),nostudytodatehas examinedthisrelationshipwithintheacademicenvironmentwherestudentsarelearningingroupsandcreatingproductsto demonstratetheirlearning Thisresearchbeginstofilltheresearchgap Initialresultsshowtheexpectedsignificant relationshipbetweenpsychologicalsafetyandteamlearningbehaviors,butnosignificantdifferencebetweenPlayfulnessand anyothervariable TheseresultsquestionthemagnitudeoftheinfluenceofPlayfulnessinthiscontextandsuggestthatgeneral teamdynamicsmightbeamoreimportantfactorinstudentlearningandperformance

Languageuseinnaturepreschoolbetweenindoorandoutdoorsetting.

EkaterinaNovikova,AnnettePic,andMyaeHan

Thepurposeofstudywastoexaminechildren’slanguageuseduringfreeplayinindoorandoutdoorsettinginanature preschoolandtofurtherinvestigateDualLanguageLearners’languageusebetweenindoorandoutdoorsettinginthenature preschool.Weexaminedhowchildren’svocabularydiversity,syntacticcomplexity,andconversationparticipationdiffer betweenindoorandoutdoorinanaturepreschoollocatedintheMidAtlanticarea.Sixteenchildrenwereobservedusingfocal childobservationmethod.Eachchildwasvideotapedduringfreeplayforabout30minutesintheindoor,and30minutesin theoutdoortotalingapproximately60minutesperchild.Wecollectedatotalof462minutesofindoorand474minutesof outdoorvideodata.ThetranscriptdatafromtheindoorandoutdoorsettingswereanalyzedusingComputerizedLanguage Analysis(CLAN)toolandthenwecomparedthemusingPaired-samplest-tests.Theresultsofthestudyshowedhigher syntacticcomplexityintheoutdoor,andhigherconversationparticipationintheindoor,andnodifferencesonvocabulary diversitymeasuresbetweentheindoorandtheoutdoor.ForDualLanguageLearners,syntacticcomplexitywashigherinthe outdoorsetting Theoutdoorenvironmentinthenatureschoolseemstoprovidechildrenopportunitytousemorehigher syntacticleveloflanguage,especiallyforDualLanguageLearners

Creatingplayfulspacestolearnaboutcomputationalthinking

JenniferGilkenandRebeccaGarte

Thepurposeofourresearchwastoexamineifandhowintroducingcomputationalthinking(CT)conceptsthroughplayful, hands-onactivitiescanshiftattitudestowardscomputingamongbothfacultyandstudents.Ourgoalwasincreaseself-efficacy forengaginginCTamongbothfacultyandstudentsby:A)demystifyingtheunderlyingskillsofcomputingandB) highlightingconnectionsbetweenCTandcourseconceptssuchascognitivedevelopmentaswellasstudents’ownproblem solvingprocesses.Byfocusingontheroleofcomputationalthinkingduringplay-based,unpluggedproblemsolvingprocesses, wehopedtocreateanattitudeofopennesstowardstheintegrationofCTintoeducationalcoursework.Thisinitialresearch providedinsightintothemosteffectivewaystoelicitengagementandcommitmentfrombothfacultyandstudentsforthis endeavor

Lions,TigersandBears,Let’sRead!:DramaticPlayinRead-Alouds

SarahJackson

Thissessionfocusesonhowplaycanbeintegratedintoread-aloudsinearlychildhoodclassroomsandisbasedon worktheresearcherhasdoneduringamulti-yearqualitativestudyinamixed-agepreschoolclassroom.Childrenin thestudyeasilystepped“intorole”duringtheread-alouds,speakingandactingasoneormoreofthecharacters, especiallyanyanimalorotheranthropomorphiccharacters.Thispracticeofsteppingintorole:1.)sustainedtheir interestinthebookoverlongperiodsoftime;2.)allowedforthegrouptotakeondeepandrichinquiryinto importantthemesinthenarratives;and3.)providedamoreequitablereadingexperienceasitwelcomedall children,especiallythosewhostruggletositstillfortraditionalread-alouds.Thisworkshopsessionwillallow participantstoexperiencearead-aloudsteepedindramaticinquiryandplay.Together,wewillexaminetheways thatplaycanenhanceandreimagineliteracyexperiencesforalllearners.

PlayandSocialJustice:IssuesofEquity,Advocacy,andOpportunity

JohnSutterby,OlgaJarrett

Giventhatplayiscriticaltothewell-beingofchildren,disparitiesinopportunitiesforplayandinqualityofplayby racial,socio-economic,andhealth/abilitydifferencesconstitutecriticalethicalissues.Thissymposiumfocuseson issuesraisedbyanewbook:Playandsocialjustice:Equity,advocacy,andopportunity,whichweauthoredandto which28otherauthors(manyofthemTASPmembers)contributed.Wewillinitiallyidentifyareasofinequity, includingdisparitiesinwhohasaccesstorecess,qualitychildcare,parksandplaygrounds,funprojectsinschool, andplayinchildren’shospitals.Wewillalsodiscusstheabsenceoffunandcommunitybuildinginschoolaspartof theschooltoprisonpipelineandtheneedforadditionalresearch.Afterafewminutesforreflectionondisparitiesin playopportunitiesintheirowncommunities,theaudiencewillhavetheopportunitytoshareandaskquestions.

PowerfulInteractionsBuildResilience

AngelaBayer-Persico

Thisworkshopisanengaging,enrichingexperienceforparticipants.Thepresenterusesvariousformstokeepthe participantsinterested:Presentation(Lecture,powerpoint,videos)SongSelfReflectionQuestionsResilienceis keyforpositivesocialemotionalgrowth.Thisworkshophelpstofacilitatesupportiveadult-childrelationships; teacheshowtobuildasenseofself-efficacyandperceivedcontrol;andprovidesopportunitiestostrengthen adaptiveskillsandself-regulatorycapacities.Resiliencecanhelpprotectfromvariousmentalhealthconditions, suchasdepressionandanxiety Resiliencecanalsohelpoffsetfactorsthatincreasetheriskofmentalhealth conditions,suchasbeingbulliedorprevioustrauma.Thismakeslearninghowtobuildresilienceasignificantly vitalfactorinachild'slife.

GlobalPlayBrigade:BuildingaPlanetaryPlayshipThroughCo-Creation,CooperationandCross-Cultural Dialogue

JeffreyAronandVivianeCarrijo

Inlinewiththethemeofthisyear’sconference,weseeourplanetasaplayshipandourselvesascreatorsof pathwaysforbuildingandsustainingequitable,peaceful,accepting,andplayfulspaces.Inthispresentation,youwill hearfromregionalleadersfromGlobalPlayBrigadehubsinAsia,AfricaandLatinAmerica.Wewillshare examplesofourGlobalPlayship.GPBcreatesplayfulspaces–virtuallyandin-person–where“strangers”can cometogethercreateenvironmentsforconversationsthatallowustosee,be,thinkandactinnewandmore harmoniousways.Whatstartedasanimaginativeexperimenthasevolvedintoaformidableplatformforplay.Asof thiswriting,wehaveprovidedover450freeplayandemotionalsupportsessionsviaZoomandWhatsAppto 15,000peoplein91countries.Weworkwithlocalorganizationsandtheirmemberstobecomeregionalandglobal leadersofanemergentplaymovement.Aswell,wehavebegunacollaborationwiththeUnitedNationsAllianceof Civilizations.AsacreativelaboratorywithintheUN,oneofUNAOC’spillarsistoserveasaglobalbridgebuilder GPB’svisionalignswithUNAOC’smandatetofostercooperation,understanding,peace-building,and cross-culturaldialogue.Asweorganizelocalplayactivities,GPBleadersarealsoinspiringothersaroundtheworld. Ourhopeisthatworkshopparticipantswillcreateaconversationabouttheopportunitiesfortheworldtoembrace playshipeverywhereandshareinthebuildingofaglobalmovementforplay.

EvolutionofanOutdoorPlaySpace: Observation,Research,andDesign

LorayneCarbon,RobbinHawkins,JerushaBeckerman,andBarbaraSchecter

TheChildDevelopmentInstitute(CDI)atSarahLawrenceCollegeisproposingaroundtablepresentationtobe jointlyledbyseveralofourcolleagues,aboutanongoingresearchandplanningprojectweareembarkinguponthis springtoreconceiveandredesignourEarlyChildhoodCenterplaygrounds.

Teachers'Playbox:Movementgamesthattransformtheclassroom

CristinaLaticiandJesseDanger

Frequentmovementbreaksforchildrenduringtheschooldaysupportlearningbyprovidingnovelopportunitiesfor childrentogainproprioceptiveandvestibularinput,leadingtogreaterself-regulation.Achildwhoisableto self-regulatemaybebetterequippedtopayattention,completeworkinatimelymanner,andmaybeableto integratelearningexperiencesmorereadily.Recognizingthevalueofthesemovementbreaks,teachersnow frequentlyincludejumpingjacks,wall-andfloorpush-ups,cross-bodygestures,andyogastretchesintheclass schedulealongsidemath,reading,andwritinglessons.TheMovementCreative’sTeachers’Playboxisaseriesof movementgamesthatgoonestepbeyondthesesimplemovementexperiencesbyalsoengagingchildrensocially andcognitively TheTeachers’Playboxgamesinvitechildrentoworkwithpartnersandinsmallgroupsthrough movementgamesthatinvolvestrategyandcollaborativeproblem-solving.ThegamesintheTeachers’Playboxtake 2-5minutestoplaysochildrencancompleteseveralroundswithvariouspartnersandsmallgroupsallowingfor additionalsocialskillbuildingwhileplaying.Thesegamesencouragegrowthinthephysical,social,andcognitive domainswhileprovidingauniquetexturalframeworkfortheschooldayinwhichpocketsofplayareinterspersed withacademicactivities.TheTeachers’Playboxprovidesequalaccesstoplayfulactivitiesofferedthroughoutthe schooldaythatsupportlearningforallchildren.

TheateroftheOppressedGamesforActorsandNonActorsWorkshop NataliaOrtiz

TheateroftheOppressedisatheoryandpracticeofpoliticallyengagedtheatertechniquesdevelopedbyBrazilian dramaturgAugustoBoalwhowasheavilyinfluencedbyPauloFreire’sPedagogyoftheOppressed.Duringthis workshopparticipantswillplay,andworktobreakfreefromthe"copsinourheads"(Boal,1990)theoppression thatwehaveinternalized.ThegoalofTheateroftheOppressedistoworkcollaborativelyinourbodies,and throughdialogue,to"rehearsefortherevolution." Pleasecomepreparedtomoveyourbodiesandinteractwith otherpeopleviatouch.TheateroftheOppressedisatheoryandpracticeofpoliticallyengagedtheatertechniques developedbyBraziliandramaturgAugustoBoalwhowasheavilyinfluencedbyPauloFreire’sPedagogyofthe Oppressed.Duringthisworkshopparticipantswillplay,andworktobreakfreefromthe"copsinourheads"(Boal, 1990)theoppressionthatwehaveinternalized.ThegoalofTheateroftheOppressedistoworkcollaborativelyin ourbodies,andthroughdialogue,to"rehearsefortherevolution." Pleasecomepreparedtomoveyourbodiesand interactwithotherpeopleviatouch.

PlayLabintheEarlyGrades:ExpandingAccessandBuildingCommunity

DenishaJones

Thisresearchsessionprovidesanoverviewoffindingsfromayear-longstudywiththreeteachersparticipatingin thePartnersinPlaycohortinPittsburgh,PA.Twofirst-gradeteachersandakindergartenteacherinapublicschool pilotedthePlayLabprogramthatincludeddedicatedtimeforplaywithhigh-qualityopen-endedmaterialthree timesaweek.Datacollectedfrominitialinterviews,twoobservations,andafinalfocusgrouprevealashiftinthe teachers'beliefsaroundplayandlearningandtheirroleinsupportingplaywhichledtoanincreaseinchildren’s accesstoplay.Initially,theseteachersunderstoodplayasnecessarytoprovideabreakfromlearning.However,as theirparticipationinthecohortdeepened,theysawplayasfosteringdeeplearningandbuildingastrong community Asaresult,theysuccessfullyadvocatedforexpandingPlayLabintoallkindergartenandfirst-grade classesforthe2022-2023schoolyear.

Presentation Abstracts| 2023

Are-envisionedcommunitypark:atransitionfromexclusiontoinclusivity

EricCastle

Thisprojectisacollaborationbetweencommunitypartnersanduniversitydesignersthatre-envisionsa recreation-prohibitednaturalareaintoaprizedcommunityassetthatseekstobeenjoyedbyabroadaudience.A carefulinventoryofsiteopportunitiesandconstraintsenabledstakeholderstomakeinformeddecisionsabout prioritiesandgoals,whichledtoamasterplan.Withprioritiesidentifiedandaplaninplace,decision-makerscan engagethedocumenttoguidefundinginquiriesandcoordinatevolunteer-engagedinstallationandmaintenanceof sitefeatures. ThecityofGary,Minnesota,ownsandmanagesthesitelocation.Theyhaveinvestedcontinualeffort inimplementingthe2018GaryPinesMasterPlan,whichguidesthemanagementof160acresofnaturalizedforest andgrasslandprioritizedforpublicrecreation.ThisdesignprojectfocusedoncreatingaMasterPlanUpdatefor fivecomponentsofstakeholderinterest:trailaccessibilityandmaintenance,invasiveplantspecies,edibleplant species,observationareaseating,andsiteparking.

TeachingPlayPedagogyforPreschoolers’EverydayandAcademicConceptFormation

EbrahimTalaeeandJamesE.Johnson

Differencesinearlychildhoodteachercandidates’understandingsofpreschoolers’EverydayandAcademic concepts,andhowtoextendtheformerintothelaterconcepttype,wereanalyzedasafunctionofhavinghada collegecourseonplaypedagogy.Participantswerevirtuallyallfemalesbetween19and22yearsmajoringinearly education.Treatmentgroupreceivedasemester-longcourseonplayasaneducativeprocessthatincludedafocused presentation“MovingfromEverydaytoAcademicConcepts”,whilethecomparisongroupdidnot.Thedependent variableswereresponsesonaneight-itemopenendedquestionnairebyparticipantsfollowingtheirreadingofa hypotheticalsituationaboutfour-year-oldchildrenengagedingroupautonomousplay“TeddyBearsAreSick”. Datageneratedweresubjectedtoquantitativeandqualitativeanalyses.Resultswillbediscussedwithrespecttothe importanceofgeneralandspecificteachertraininginpedagogicalplaywithreferencetofactorsinfluencing social-cognitiveprocessesandconceptformationduringtheearlyyears.

Play,PowerandAuthority:ToolsforGoingBeyond"SafeSpaces"

CarrieLobman andMarianRich

Playisincreasinglytoutedasvaluableforbringingdiversegroupingsofpeopletogethertoaddressandgobeyond differences.However,peoplealsoraiseconcernsabouttheemotionalsafetyofplayspacesandtheneedtoensure thatwhenpeopleplaytogethernoonegetshurtortriggered.Butifwearefocusedoncreating“safespaces,”dowe losetheveryqualitiesofplaythatmakesittransformativeanddevelopmental?Isitpossibletoengageinactivities thataregenuinelyjoyfullyplayful,emergent,andevenchaoticwithoutreplicatingtheinequitiesandoppressive qualitiesthatdominatesomuchofthepublicsphere?And,whatistheroleoftheplayfacilitatorindoingjustthis?

Inourworkasfacilitatorsofdevelopmentalinternationalplayspacesonlineandface-to-facewehavefoundthat engagingthedialecticbetweenpowerandauthorityiskeytoaddressingthequestionofsafety.Whilemanypeople usethetermspowerandauthorityinterchangeably—weuseanunderstandingofauthorityasbeingimposedfrom thetopdown,andpowerasbeinggeneratedfromthebottomupthroughtheself-organizedactivityofgroupingsof people(Newman&Holzman,2004).Fromthisperspective, ratherthanavoidingortryingtoeliminateconflict, triggers,orinequities,peopleplaywithallofthatandmoretotransformenvironmentssothatallparticipantscan speak,takerisks,feelwelcome,beseen,valued,andcaredforbythegroup(Lobman&Rich,2021).Indoingthis weexpandourcollectivecapacitytotakeresponsibilityforrisk-takingevenwhenfeelingsarehurtorpeopleare triggered.Improvisationalplay,withitsfocusoncreatingtheenvironment, acceptingandbuildingwithoffersand makingtheensemblelookgood,isaparticularlyeffectivetoolforcreatingplayspaceswherepeoplecan collectivelyhandleandgrowfromconflict.Improviserslearntoembracewhat’shappeningandbuildwithit,rather thanbeingfrightenedorstoppedbysomethingorsomeonebeingseen/experiencedas“unsafe.”Inthisworkshop wewillshiftourgazefrombeing“in”anenvironmenttobeing“builders”oftheenvironment.Wewillshareways thisimprovisationalapproachtoplayisbeingusedwithallkindsofgroups- familiesinconflict,innercityyouth (includinggangs),peopleinwar/conflictzones,NGOs,classroomsandtherapeuticsettings.Theco-facilitatorswill leadensemble-buildingactivitiesthatallowparticipantstoplaywithstructureandchaos,leadinguptoimprovised scenesdesignedtocreatewithconflictbystrengtheningourrelationalmuscles.Throughouttheplayactivitieswe willexploretherelationshipbetweenpowerandauthorityanddiscoverhowwecanplaywiththatdialecticand exploregoingbeyondourassumptionsandcognitiveunderstandings.Itisourhopethatincollective environment-building,improvisationalplayandconversationnewpossibilitieswillemergeforsteppingcloserto eachother,eveninthefaceofdisagreement,hurtoranger.WhatwillitmeanforustocreateourPlayshipatthe sametimethatwerideintoamoreequitable,justandpeacefulfuture?

Children'sVoicesandSpacesofPlayatBrambleNetworkandInventorsPlayground

ElboussaidiFatimazahra

Play-basedlearningisavitalaspectofachild’sdevelopment.Playisthemeansbywhichtheyexpressthemselves andexploretheenvironmentaroundthem.Parentsandcaregiversneedtogivemuchattentiontoprovidingan enablingenvironmentforplaytohappen.Whilemany schoolsandlearningcentersunderstandthisresponsibility, thevaryingdifferencesinhowachildaccessesplaycansignificantlyshapetheirexperiencesandagencyin meaningfulways.Theresearchquestionsofthisstudytrytoexplorebothinitiatives(Inventors’Playgroundand BrambleNetwork)andanswerifthereisanimpactoftheplay-basedlearningmethodinfosteringthe implementationoftheinitiatives'activities.Ingeneral,theobtainedresultswillrevealanevaluationfromthe studentsandteachersaboutplaybasedlearning,mainlyintermsofteamwork,creativity,andresiliencyin upskillingstudents.Datafromtheseprojectshasdemonstratedthevalueofconsideringchildren'svoicesand perspectiveswhendesigningandplanningspacesofplay Byfosteringasenseofagencyandparticipation,and providingchildrenwithaccesstoarangeofsafeandinclusiveplayspaces,wecansupporttheirdevelopmentand well-being.Furtherresearchisneededtobetterunderstandthewaysinwhichdifferenttypesofplayspacesimpact children'sexperiencesandoutcomesandtoidentifystrategiesforpromotingequitableaccesstoplayopportunities forallchildren.

On-taskBehaviorsofYoungChildrenDuringPlay:Amulti-siteobservationalstudy

SmitaMarthur

On-TaskBehaviorofYoungChildren:AMulti-siteObservationalStudyAttentionspanisacomplex multidimensionalandcomplextemperamentalconstructthatisassociatedwithchildren’splay.Researchsuggests thatplayenhanceson-taskbehaviors,attention,task-switching,andmentalrotations(Cardoso-Leite&Bavelier, 2014)inyoungchildren.Areasonableattentionspanofachildis2-3minutesperyearoftheirage.Atypically developingfive-year-oldchildisexpectedtostayon-taskforapproximately10minutes.However,littleempirical dataaddresseshowlongatypicallydevelopingchildcanstayon-taskduringplay(Hedgesetal.,2013).Inthis observationalstudy,forty-onekindergartenchildrenfromlow-incomebackgroundswereobservedusing non-participantobservationsduringindoorandoutdoorplayinschoolsettingsandfreeplayathome.Play observationswerevideorecordedandcodedat30-secondintervalsusingLilianKatz’soperationaldefinitions. Resultsindicatethatthetime-on-taskrangevariesfromthreetotwenty-eightminutes.Datawillbepresentedand discussedduringthepresentation.Theresultscontributetoabasicandfoundationalunderstandingofon-task behaviorsduringplay

NaturePreschoolsinTexas

JohnAlanSutterby,MelissaM.Day-Mifflin,andMarinaSingletary InterestinnaturepreschoolshasbeengrowingrecentlyintheUnitedStates.LongpopularinEurope,nature preschoolsdiffersignificantlyfromtraditionpreschoolsinthatthereisadeemphasisonacademiccurriculumin favorofacurriculumwhichfavorschildchoice,freeexplorationandexperiencesinoutdoorenvironments.This presentationwillfocusonthreeimportantaspectsofnaturepreschoolsfromthreedifferentperspectives.First,why doparentschoosenaturepreschoolsovertraditionalpreschools.Second,howdochildrenplayandlearnSTEM conceptsthroughtheiractivitiesinanaturepreschoolandfinally,howdonaturepreschoolsaddressequityissuesin ordertoallowchildrenfromallbackgroundsaccesstotheseuniqueenvironments.

PlayfulpedagogyinUSearlychildhoodeducation:ahistoricalanalysis AbigailSeevak

Sinceextrafamilialearlychildhoodeducationandcare(ECEC)firstemergedintheUnitedStatesinthe1820s,the intentionsandpracticesofprogramstargettingchildreninpovertyhavevariedfromthoseformiddle-and upper-classchildren.Througharobustliteraturereview,IchroniclethehistoryofECECintheUSwithafocuson trendsinpedagogy Myresearchrevealsthatthroughouthistory,whenservingchildrenlivinginpoverty,ECEC oftenaimstoaddresslarge-scalesocialandeconomicissues.PrioritiesofECECforpoorchildrenhaveincluded creatingjobsandpromotinghygieneandmoralityamongtheworkingclass.Thesegoals,whicharefocusedon issuesgreaterthanthechildrenthemselves,havetranslatedattimesintoteacher-ledclassroompractices,likedirect instruction.Inothercases,whenchildren’sclassroomexperienceswereinconsequentialtotheintentofECEC, pedagogywasneglectedandlefttotheteachers’discretion.Incontrast,formsofECECthathaveservedmiddleandupper-classchildrenhavetendedtocenteraroundplay-based,child-directedpractices.Theseprogramshave prioritizedchildren’sindividualgrowthandcognitive,social,andemotionaldevelopment.Whiletherearenotable exceptionstothispattern,includingtheoriginalgoalsofHeadStartandpublickindergarten(whichhadbeen consistentlyplay-baseduntilrecently),throughouthistory,poorchildrenhavebeencontinuouslydeprivedof opportunitiesforrich,child-directedplayinECEC.Ultimately,thishistoricalcontextsuggeststhateconomicstatus hasmediatedaccesstoplayinschool,aphenomenonthatpersiststoday.

Pre-recorded Presentation Abstracts| 2023

Children'sVoices:WhatAreTheySinginginplay?

AkosuaObuoAddo,AmyLe,IsaacOseiMensah,andBelindaMissaahTuffour Strategicdataarchivingsinginggamesiscriticalforacknowledgingandmakingsenseofthemultidimensionsof play.Thesongsandchantsofsinginggameschallengeresearcherstoaskifwhattheyhearinarchiverecordings representsthelanguageandmessageoftheplaygroundactivity.Also,childrencommunicatetheirlanguage enculturationinsinginggames,whichmayneedtoalignwiththearchivist'slanguageenculturation.This presentationwillgivedescriptivecasesofovercomingthechallengesoftranscribingmusictohearchildren'svoices inplay,especiallyforanon-nativespeakerarchivist.Byanalyzingandlisteningtoarchivedvideorecordingsof Ghanaianchildren,wepresentchallengeswiththenatureofthefilmclips,languageenculturation,transcription software,andconsequentmeaning-making.Thispresentationaimstomakeiteasyforpeopletomakesenseofthe singingtranscriptionsandencouragethemtoimmersethemselvesinthespiritoftheplayculturethroughsinging.It alsocapturesapictureofwhatthechildrenaredoing,whattheysee,andwhattheysayandsingduringplay.

PreserviceTeachers’PlayfulMindsetandtheirDispositionTowardsPlay.

RuthGuirguisandJenniferM.Longley Playandplayfulnessareoftenassociatedwithandperceivedtobeappropriateifimplementedintheearly childhoodclassroom.Nonetheless,thereisamisconceptionthatplayandplayfulnessendastheindividualbecomes anadultandenterscollege.Nevertheless,itpresentsaconceptualframeworkforunderstandingthedevelopmentof playandadultlearning.Playpractitionersandresearchershavecontinuedoverthepastdecadetofocusandreport bothqualitativeandquantitativedataonthevastandinterconnectedlearningcomponentsthatexistthroughplayin EarlyChildhoodEducation(ECE)(Johnson,Chirstie&Wardle,2005;Bodrova&Leong,2008;Miller&Almon, 2009;Tominey&McClelland,2011).Whilethecurrentliteraturediscussesthesekeybenefitsoflearningthrough play,thereisadisconnectinthestreamliningofplayasapedagogicaltooloncestudentsenterhighereducation. Thissessionwilldescribethecurricularandenvironmentalaspectsthatcanbeintroducedtopre-serviceteachersto ensuretheyarebeingpreparedtoteachandassessthroughplay.Thesessionwillalsoimplementaspectsof supportingaflexiblemindsetamongstudentsfromdiversebackgrounds.Thispresentationwillfocusonhowto implementplayandplayfulnessinthehighereducationclassroomthatisculturallyinclusive.Thissessionwill describethecurricularandenvironmentalaspectsthatcanbeintroducedtopre-serviceteacherstoensuretheyare beingpreparedtoteachandassessthroughplay Thesessionwillalsoimplementaspectsofsupportingaflexible mindsetamongstudentsfromdiversebackgrounds.

HowParentsAppraiseRiskyPlay:DevelopmentofaNewMeasure RanaAlarawiandAnitaBundy

Riskyplayisdefinedas“thrillingandexcitingformsofplaythatinvolveariskofphysicalinjury”(Sandseter& Kennair,2011,p.258).Itisassociatedwithactivitiessuchasclimbing,jumping,anddownhillracing.Riskyplay canresultinimprovedresilience,physicalhealth,andrisk-managementskills(Brussonietal.,2018).However, increasedfocusoninjurypreventionandsafetyregulationshaveresultedinadeclineinriskyplay(Brussonietal., 2012).Whilecurrentresearchhasfocusedonadults’toleranceofriskinplay,muchlessisknownabouthow parentsappraiseriskandwhatinfluencetheirdecisionsregardingchildren’sengagementin‘risky’playactivities. Purpose:thispilottestingexaminedthevalidityandreliabilityoftheRiskAppraisalquestionnaire.Procedure:48 parentswithoneormorechildrenabove3yearsansweredthesurvey.Results:Raschanalysisrevealedgood evidenceforinternalreliability(0.80)andpersonreliability(0.94).Analysisofitemfit(94.1%)andpersonfit (98%)confirmedtoRaschmodelassumptions.Principalcomponentanalysisofresidualsrevealedobserved variance(44.6%)closelymatchedexpectedvariance(45.1%).However,unexplainedvarianceforthefirstcontrast suggestedpossiblemultidimensionality(eigenvalue=2.5).DiscussionandImplications:resultssupportedthe questionnaireasausefultoolformeasuringfactorsimpactingparents’appraisalof‘risky’play.Toimprove measureaccuracy,severalsuggestionsweremade.Forparents,thistoolcanbeausefulfoundationfor understandingcontextsinfluencetheirdecisionsaswellasforprovidingmoreriskyplayopportunitiesfortheir children.

Pre-recorded Presentation Abstracts| 2023

TheArtofPlay:EngagingaPartnerSchool’sKindergartenersinProcess-OrientedArt&PlayActivities

DeniseFarrellyandJuliaMorris

FundedthroughthePresident’sPromotingStudents’SenseofBelongingAward,studentsandfacultyfromthe EducationProgramworkedtogethertofacilitateplay-basedartactivitiesforkindergartenersfromP.S.958inSunset Park.Thechildrenenjoyedengagingwithourpreserviceteachersthroughscientificinquiryincludingdiggingfor andexaminingwormsandnaturalmaterials,musicandmovementthroughsong,story,andinstrumentconstruction, visualartsthroughcolorfulpaintedmurals,marblepaintingsandtexturalcollage,andweavingyarnonagiant loom.OurfriendsatMaterialsfortheArtsjoinedinonthefunwithrecycledmaterialsforcreatingsuperherocapes. Wewillsharephotosandfeedbackfromourstudentsontheirexperiencesfacilitatingthisexcitingevent.

AuditingYourSpaceThroughATranslucentLens

NicoleTalarico

Wehavearesponsibilitytoadvanceequitysothateachchildcanthriveasafulfilledmemberofsociety.Each communityhastheirownuniqueculturalcontext.Ascitizens,weneedtodomorethanrecognizeandacknowledge others.Weneedtostrengthenlocalnetworkssowecanbeconfidentweareactivelysupportingchildrenand familiestoexpressandcelebratetheiruniqueness.Everyone,regardlessofculturalbackground,makesdecisions throughaculturallenswhichshapesaperson’sviewofwhatis‘normal’.Alldecisions–nomatterhowsimpleor complex–aremadethroughthislens.Positivelifeexperiencescomefromfeelingasenseofconnectionand Belongingtoyourcommunity.Scanyoursettingandchallengeyourphysicalandonlineenvironments–the resources,aswellasthepeopleinteractinginthem,todeterminewhetheryoucreateaculturethatsaysnoto violenceandpromotesinclusion,respect,andequality.Preventingharmtochildrenisaglobalagenda.Children’s safetyisnotjustphysical,thereisaneedtorecogniseemotional,spiritualandculturalsafety Toassisteducation andcareservicestobettersafeguardchildren,IhaverecentlywrittenabookonAssertingaCultureofChildSafety. Thereisunwaveringevidence,thatachild’slevelofwellbeingdeterminestheirlevelofsafety.APedagogyof Safetyrequireseducatorstocommittotheenvironmentinwhichteachingandlearningtakesplacesochildrenand communitiescanprosper. Itisvitaltofosteracollaborativeapproachtowardseveryonebeingagentsforsocial change,inclusiveofchildrenthemselves.Wemustself-reflect,regularly,andcheck-inwithourownbiasesto determinehow‘affective’ourpedagogyissowecanmakeadjustmentstostrengthenwellbeing.

ThreeCommunitiesinOneCity:InequitablePlaySpacesDuringCovid

AnnaBeresin

Threepublicschoolcommunitieswerestudiedduringthereturntoschoolafterthefirstlockdown:one under-resourcedworking-classcommunityofcolor,onemiddleclasscommunityinaraciallyintegrated neighborhood,andoneuppermiddleclassmostlywhitecommunity.AllthreewereinurbanPhiladelphia, America’spoorestlargecity Howdidfamiliescopewiththerestrictionsimposedbythevirus?Whatpublicspaces wereutilizedforplay?Howdidchildrenfindwaystoexpressthemselveswithinthepandemicframe?Thisstudyis basedonsixmonthsofobservationandoverfiftyinterviewswithparticipatingfamilies.Thepresentationhighlights inventiveness,aswellastheinequalityofresourcesamongthedifferentcommunitiesbasedonracismandsocial class.Thisisthefirstpublicsharingofthestudywhichwillsoonappearinanopenaccessbook,"PlayinaCovid Frame:EverydayPandemicCreativityinaTimeofIsolation."ThebookiscoeditedbyJuliaBishopandisbeing publishedbyOpenBookPublishers.

TheTourofJoyoffersspontaneousplayandrecognitionandproveshowmuchweneedit.

KateMcGlynn

JoyFirstFoundationisanexperimentwithplay,invitingstrangerstoparticipateinaMomentofJoy,whichinvites folkstotakeinsomerecognitionforhavingjustwokenuptoday.Andthenofferaheartfeltcomplimentanddiscuss beingabetter,moreplayfulcustomer,asanexampleofhowtooffermorejoyinoureverydaylives.TheTourof JoyofficiallystartedinDecemberof2022asanexperiment.Kateandherimpromptuambassadorshaveoffered freejoyfulvisitstoseniorcenters,domesticviolenceshelters,policestations,firestationsandmore,throughpop-up style(asspontaneousaspossible)activitieswithstrangers.85%ofpeoplesurveyedsaythattheyrecommenda momentofjoy 85%ofpeoplesurveyedalsosaidtheywouldratherhaveastandingovationorrecognitionovera materialthing.Wearetaughtthatinordertoberecognized,weneedtoaccomplishandproveourselvesworthy. Playofferstheopportunitytoberecognizedforsimplybeing.JoyFirstFoundationisonamissiontoofferjoyful momentstothoseinneed(everyone).Byusingplayandlaughter,humorouspropsandbigears,Kateisdiscovering anddocumentingwhat’ssodesperatelymissingincommunitiesaroundtheUS. Sheissurveyingindividualsand groupsabouttheimportanceofsimplyandplayfullybeingrecognizedforbeingonEarthtoday

OurChildren'sGarden

JuliaKroker

Thenumberoffamilieswhochoosetohomeschooltheirchildrenroseexponentiallyin2020atthestartofthe pandemic,andmanyofthosefamilieshavecontinuedtohomeschool(PBS,2022).Homeschoolingcanbeavery effectivemethodforeducatingyoungchildren,asfamilieshaveflexibilitytoeducatechildreninthewaythatworks bestforthem.Unschoolingisonemethodofhomeschoolinwhichtheeducationofthechildrenreliesontheir curiosityandinterests,andtheadultfollowsthechild’sleadandactsasafacilitatoroflearning.Thispresentation willhighlightthebenefitsofadoptingaplayfulunschoolingapproachfromthepresenter’sownhomeschooling experiencewithhertwoyoungchildren.Amajorgoalofthepresenter’shomeschoolisthatherchildrenshouldlove learning. Therefore,schoolworkisnotcompulsory Thisallowsthechildrentohavejoyinthediscoveryand explorationoftheworldaroundthem,andadultslearnalongsidethem.

FindingourPlayBeingthroughMindfulCuriosity

SarahIverson

Bycombiningaspectsofmindfulness,curiosityandplay,weareabletotapintoalevelofwholesomejoythatis authentictowhoweinherentlywerebeforesocietytolduswhotobe.Wholesomejoyishavingfulfillmentinevery aspectofourlivesandbeingabletoplayintheuncertaintiesthatlifegivesus.Lookingatthe3maincomponentsof thisprocess:mindfulness,curiosityandplay,wegoonajourneytore-discoverourownuniqueplaypersonaand areabletousethistofindliberationandpotentialitiestoaddzesttopartsofourlifewefindstale.Another importantcomponentisrealizingthatauthenticityusuallyinvolvesembracingthepeculiaritiesaboutourselvesand theworldaroundusandbeingabletoplaywithinthat.1.Wediscoverwhereweareatthroughmindfulness, awareness,andpresence.2.Oncewegainself-awareness,webegintoseetheworldandourselvesthroughnew eyesbybeingcuriousandembracingthecurious.3.Afterwehaveusedourcuriositytorefreshhowweseethe world,webegintoplaywithreprogrammingnewideas,mindsetsandgoalsthatreflectwhowetrulyare,andwhat trulybringsusjoy.Takingthisapproachprovidesaclearroadmapandtooltocultivatejoyandauthenticityfor peoplewhoknowtheywanttoaddmorezestintotheirlivesbutdonotknowhowordon’tknowwheretostart.

MeasurableOutcomes:1.Learnmethodsandtechniques(meditationsandactivities)togainmindfulnessand awarenessofourselvesandtheworld 2.Pinpointingthe5specifictypesofcuriositiesthatarepresent3.Gaintools toreviewwhatmakesusuniqueandauthentic(harnessingourplayself)4.Learntoolsandtechniquestorebuildour worldthroughplay

https://www.teachingbeyondthesquare.org/

Teaching Beyond the Square (TBS) is a nonprofit based in NYC which aims to improve the quality of early childhood education Through collaborative partnerships with school communities, TBS works with students, educators, and parents to advance developmentally appropriate best practices which are more playful, effective, engaging and equitable. Teaching Beyond the Square is unlocking the educational mindset, engaging families through the opportunity of play, and helping children… think outside the box.

https://www.play-ground.nyc/

play:groundNYC, a nonprofit dedicated to transforming the city through play; I was very excited to see the conference will take place in NYC. Unfortunately I won't be able to attend much of the program; do you have 1-day tickets? I also wanted to extend an invitation to the team and attendees to visit The Yard, which is NYC's only adventure playground and which we steward on Governors Island since 2016.