Active playful learning as a robust, adaptable, culturally relevant pedagogy to foster children’s 21st century skills

References

• Anderson, D. R., Bryant, J., Wilder, A., Santomero, A., Williams, M., & Crawley, A. M. (2000). Researching blue’s clues: Viewing behavior and impact. Media Psychology, 2(2), 179–194. https://doi.org/10.1207/S1532785XMEP0202_4
   Web of Science ®Google Scholar
• Anderson, D. R., Huston, A. C., Schmitt, K. L., Linebarger, D. L., Wright, J. C., & Larson, R. (2001). Early childhood television viewing and adolescent behavior: The recontact study. Monographs of the Society for Research in Child Development, 66(1), i–154. https://doi.org/10.1111/1540-5834.00120
   PubMed Web of Science ®Google Scholar
• Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade? American Educational Research Association Open, 2(1), 2332858415616358. https://doi.org/10.1177/2332858415616358
   Google Scholar
• Bermudez, V. N., Salazar, J., Garcia, L., Ochoa, K. D., Pesch, A., Roldan, W., & Bustamante, A. S. (2023). Designing culturally situated playful environments for early STEM learning with a latine community. Early Childhood Research Quarterly, 65, 205–216. https://doi.org/10.1016/j.ecresq.2023.06.003
   Web of Science ®Google Scholar
• Blinkoff, E., Fletcher, K., Wright, C., Espinoza, S., & Hirsh-Pasek, K. (2023). Tracking the winds of change on the American education policy landscape: The emergence of play-based learning legislation and its implications for the classroom. https://www.brookings.edu/articles/tracking-the-winds-of-change-on-the-american-education-policy-landscape-the-emergence-of-play-based-learning-legislation-and-its-implications-for-the-classroom/
   Google Scholar
• Booton, S. A., Kolancali, P., & Murphy, V. A. (2023). Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children. Computers & Education, 201, 104811. https://doi.org/10.1016/j.compedu.2023.104811
   Web of Science ®Google Scholar
• Bower, C. A., Zimmermann, L., Verdine, B. N., Pritulsky, C., Golinkoff, R. M., & Hirsh-Pasek, K. (2022). Enhancing spatial skills of preschoolers from under-resourced backgrounds: A comparison of digital app vs. concrete materials. Developmental Science, 25(1), e13148. https://doi.org/10.1111/desc.13148
   PubMed Web of Science ®Google Scholar
• Calvert, S. L. (2017). Parasocial relationships with media characters: Imaginary companions for young children’s social and cognitive development. Cognitive Development in Digital Contexts, 93–117. https://doi.org/10.1016/B978-0-12-809481-5.00005-5
   Google Scholar
• Calvert, S. L., Putnam, M. M., Aguiar, N. R., Ryan, R. M., Wright, C. A., Liu, Y. H. A., & Barba, E. (2019). Young children’s mathematical learning from intelligent characters. Child Development, 1–18. https://doi.org/10.1111/cdev.13341
   Web of Science ®Google Scholar
• Care, K., Kim, H., Anderson, K., & Gustafsson-Wright, E. (2017, March 28). Skills for a changing world: National perspectives and global movement. https://www.brookings.edu/articles/skills-for-a-changing-world-2/
   Google Scholar
• Chen, C., Chen, S., Wen, P., & Snow, C. E. (2020). Are screen devices soothing children or soothing parents?Investigating the relationships among children’s exposure to different types of screen media, parental efficacy and home literacy practices. Computers in Human Behavior, 112, 106462. https://doi.org/10.1016/j.chb.2020.106462
   Web of Science ®Google Scholar
• Coates, B., Pusser, H. E., & Goodman, I. (1976). The influence of “Sesame Street” and “Mister Rogers’ Neighborhood” on children’s social behavior in the preschool. Child Development, 47(1), 138–144. https://doi.org/10.2307/1128292
   Web of Science ®Google Scholar
• Cole, C. (2008, June). The world’s longest street: How Sesame Street is working to meet a diversity of children’s needs across the globe. Proceedings of the 7th international conference on Interaction design and children, Chicago, IL (pp. 1).
   Google Scholar
• Colliver, Y., Harrison, L. J., Brown, J. E., & Humburg, P. (2022). Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers. Early Childhood Research Quarterly, 59, 148–161. https://doi.org/10.1016/j.ecresq.2021.11.011
   Web of Science ®Google Scholar
• Courage, M. L., Frizzell, L. M., Walsh, C. S., & Smith, M. (2021). Toddlers using tablets: They engage, play, and learn. Frontiers in Psychology, 12, 564479. https://doi.org/10.3389/fpsyg.2021.564479
   PubMed Web of Science ®Google Scholar
• Darling-Hammond, L., Schachner, A. C., Wojcikiewicz, S. K., & Flook, L. (2022). Educating teachers to enact the science of learning and development. Applied Developmental Science, 28(1), 1–21. https://doi.org/10.1080/10888691.2022.2130506
   Web of Science ®Google Scholar
• Díaz-Wionczek, M. (2023). Representation of race in children’s media. In M. Giraud & A. Grant-Thomas (Eds.), Reflections on children’s digital learning (pp. 21–23). Embrace Race.
   Google Scholar
• Dore, R. A., Shirilla, M., Hopkins, E., Collins, M., Scott, M., Schatz, J., Lawson-Adams, J., Valladares, T., Foster, L., Puttre, H., Toub, T. S., Hadley, E., Golinkoff, R. M., Dickinson, D., & Hirsh-Pasek, K. (2019). Education in the app store: Using a mobile game to support U.S. preschoolers’ vocabulary learning. Journal of Children and Media, 13(4), 452–471. https://doi.org/10.1080/17482798.2019.1650788
   Web of Science ®Google Scholar
• Dore, R. A., Shirilla, M., Verdine, B. N., Zimmermann, L., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Developer meets developmentalist: Improving industry–research partnerships in children’s educational technology. Journal of Children and Media, 12(2), 227–235. https://doi.org/10.1080/17482798.2018.1450086
   Web of Science ®Google Scholar
• Dweck, C. S. (2009). Mindsets: Developing talent through a growth mindset. Olympic Coach, 21(1), 4–7.
   Google Scholar
• Etta, R. A., & Kirkorian, H. L. (2019). Children’s learning from interactive eBooks: Simple irrelevant features are not necessarily worse than relevant ones. Frontiers in Psychology, 9, 2733. https://doi.org/10.3389/fpsyg.2018.02733
   PubMed Web of Science ®Google Scholar
• Fisch, S. M., & Truglio, R. T. (Eds.). (2001). “G” is for growing: Thirty years of research on children and Sesame street. Lawrence Erlbaum Associates.
   Google Scholar
• Gettas, G. J. (1990). The globalization of Sesame Street: A producer’s perspective. Educational Technology Research and Development, 38(4), 55–63. https://doi.org/10.1007/BF02314645
   Web of Science ®Google Scholar
• Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Becoming brilliant: What science tells us about raising successful children. American Psychological Association.
   Google Scholar
• Hadani, H. S., & Vey, J. S. (2021, April 1). Infusing playful learning in cities: How to partner with communities for impact. https://www.brookings.edu/articles/infusing-playful-learning-in-cities-how-to-partner-with-communities-for-impact/
   Google Scholar
• Hartshorne, J. K., Huang, Y. T., Lucio Paredes, P. M., Oppenheimer, K., Robbins, P. T., & Velasco, M. D. (2021). Screen time as an index of family distress. Current Research in Behavioral Sciences, 2, 100023. https://doi.org/10.1016/j.crbeha.2021.100023
   Google Scholar
• Hassinger-Das, B., & Dore, R. A. (2022). “Sometimes people on YouTube are real, but sometimes not”: Children’s understanding of the reality status of YouTube. E-Learning and Digital Media, 20(6), 618–630. https://doi.org/10.1177/20427530221140679
   Google Scholar
• Hassinger-Das, B., & Fletcher, K. (2023). The benefits of playful learning. https://www.brookings.edu/articles/the-benefits-of-playful-learning/
   Google Scholar
• 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. https://doi.org/10.1080/15248372.2019.1673753
   Web of Science ®Google Scholar
• Hirsh-Pasek, K., Golinkoff, R., Berk, L., & Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence. Oxford University Press.
   Google Scholar
• Hirsh-Pasek, K., Golinkoff, R. M., Nesbitt, K., Lautenbach, C., Blinkoff, E., & Fifer, G. (2022). Making schools work: Bringing the science of learning to joyful classroom practice. Teachers College Press.
   Google Scholar
• Hirsh-Pasek, K., Hadani, H., Blinkoff, E., & Golinkoff, R. M. (2020, October, 28). A new path to education reform: Playful learning promotes 21st-century skills in schools and beyond. The Brookings Institution: Big Ideas Policy Report.
   Google Scholar
• Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
   PubMed Web of Science ®Google Scholar
• Howard Gola, A. A., Richards, M. N., Lauricella, A. R., & Calvert, S. L. (2013). Building meaningful parasocial relationships between toddlers and media characters to teach early mathematical skills. Media Psychology, 16(4), 390–411. https://doi.org/10.1080/15213269.2013.783774
   Web of Science ®Google Scholar
• Jirout, J. J., Ruzek, E., Vitiello, V. E., Whittaker, J., & Pianta, R. C. (2023). The association between and development of school enjoyment and general knowledge. Child Development, 94(2), e119–e127. https://doi.org/10.1111/cdev.13878
   PubMed Web of Science ®Google Scholar
• Joan Ganz Cooney Center. (2023, June 8). Kindergarteners are co-designers: Improving ScratchJr. https://joanganzcooneycenter.org/2023/06/08/kindergarteners-are-co-designers-improvingscratchjr/-ng
   Google Scholar
• Kirkorian, H. L., Choi, K., & Pempek, T. A. (2016). Toddlers’ word learning from contingent and noncontingent video on touch screens. Child Development, 87(2), 405–413. https://doi.org/10.1111/cdev.12508
   PubMed Web of Science ®Google Scholar
• Kohn, S., Foulds, K., Cole, C., Matthews, M., & Hussein, L. (2021). Using a participatory approach to create SEL programming: The case of Ahlan Simsim. Journal on Education in Emergencies, 7(2), 288–310. https://doi.org/10.33682/hxrv-2g8g
   Google Scholar
• Kohn, S., Foulds, K., Murphy, K. M., & Cole, C. F. (2020). Creating a Sesame street for the Syrian response region: How media can help address the social and emotional needs of children affected by conflict. YC Young Children, 75(1), 32–41.
   Google Scholar
• Kuhl, P. K. (2007). Is speech learning ‘gated’ by the social brain? Developmental Science, 10(1), 110–120. https://doi.org/10.1111/j.1467-7687.2007.00572.x
   PubMed Web of Science ®Google Scholar
• Meyer, M., Zosh, J. M., McLaren, C., Robb, M., McCaffery, H., Golinkoff, R. M., & Radesky, J. (2021). How educational are “educational” apps for young children? App store content analysis using the four pillars of learning framework. Journal of Children and Media, 15(4), 526–548. https://doi.org/10.1080/17482798.2021.1882516
   PubMed Web of Science ®Google Scholar
• Miklasz, K., Levine, M. H., Mays-Green, M., Wong Chin, C. B. V., & Zimmerman, K. (2023). Growing your Noggin: Implementing a learning impact evidence framework in a multimedia children’s platform. www.noggin.com/research/
   Google Scholar
• Organisation for Economic Co-operation and Development (OECD). (2019). OECD future of education skills 2030 concept note. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/student-agency/Student_Agency_for_2030_concept_note.pdf
   Google Scholar
• Pesch, A., Ochoa, K. D., Fletcher, K. K., Bermudez, V. N., Todaro, R. D., Salazar, J., Gibbs, H. M., Ahn, J., Bustamante, A. S., & Hirsh-Pasek, K. (2022). Reinventing the public square and early educational settings through culturally informed, community co-design: Playful learning landscapes. Frontiers in Psychology, 13, 7322. https://doi.org/10.3389/fpsyg.2022.933320
   Web of Science ®Google Scholar
• Raju, S. A., Sanders, S. R., Bolton-Raju, K. S., Bowker-Howell, F. J., Hall, L. R., Newton, M., Neill, G. S., Holland, W. J., Howford, K. L., Bolton, E. V., Arora, P., Raju, A. S., Shah, P. J., Azmy, I. A. F., & Sanders, D. S. (2023). A cohort study of the diversity in animated films from 1937 to 2021: In a world less enchanted can we be more Encanto? Cureus, 15(8), e43548. https://doi.org/10.7759/cureus.43548
   PubMed Web of Science ®Google Scholar
• Richert, R. A., Robb, M. B., & Smith, E. I. (2011). Media as social partners: The social nature of young children’s learning from screen media. Child Development, 82(1), 82–95. https://doi.org/10.1111/j.1467-8624.2010.01542.x
   PubMed Web of Science ®Google Scholar
• Ring, E., & O’Sullivan, L. (2018). Dewey: A panacea for the ‘schoolification’ epidemic. Education, 46(4), 402–410. https://doi.org/10.1080/03004279.2018.1445474
   Web of Science ®Google Scholar
• Rogers, O., Mastro, D., Robb, M. B., & Peebles, A. (2021). The inclusion imperative: Why media representation matters for kids’ ethnic-racial development. Common Sense.
   Google Scholar
• Romeo, R. R., Segaran, J., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Yendiki, A., Rowe, M. L., & Gabrieli, J. D. E. (2018). Language exposure relates to structural neural connectivity in childhood. The Journal of Neuroscience, 38(36), 7870–7877. https://doi.org/10.1523/JNEUROSCI.0484-18.2018
   PubMed Web of Science ®Google Scholar
• Simoncini, K., & Lasen, M. (2021). Pop-up loose parts playgrounds: Learning opportunities for early childhood preservice teachers. International Journal of Play, 10(1), 93–108. https://doi.org/10.1080/21594937.2021.1878775
   Google Scholar
• Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C., & Ramchandani, P. G. (2022). Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta‐analysis. Child Development, 93(4), 1162–1180. https://doi.org/10.1111/cdev.13730
   PubMed Web of Science ®Google Scholar
• Strasser, K., Balladares, J., Grau, V., Marín, A., & Preiss, D. (2023). Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms. Early Childhood Research Quarterly, 65, 396–40. https://doi.org/10.1016/j.ecresq.2023.08.006
   Web of Science ®Google Scholar
• Stuckelman, Z., Yaremych, H. E., & Troseth, G. L. (2023). A new way to co-play with digital media: Evaluating the role of instructional prompts on parent–child interaction quality. Translational Issues in Psychological Science, 9(3), 247–262. https://doi.org/10.1037/tps0000363
   Google Scholar
• Toh, W., & Lim, F. V. (2021). Let’s play together: Ways of parent–child digital co-play for learning. Interactive Learning Environments, 31(7), 1–11. https://doi.org/10.1080/10494820.2021.1951768
   Web of Science ®Google Scholar
• Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177–182. https://doi.org/10.1177/0963721416645512
   Web of Science ®Google Scholar
• Wright, J. C., & Huston, A. C. (1983). A matter of form: Potentials of television for young viewers. American Psychologist, 38(7), 835. https://doi.org/10.1037/0003-066X.38.7.835
   Web of Science ®Google Scholar
• Wright, J. C., Huston, A. C., Murphy, K. C., St Peters, M., Piñon, M., Scantlin, R., & Kotler, J. (2001). The relations of early television viewing to school readiness and vocabulary of children from low-income families: The early window project. Child Development, 72(5), 1347–1366. https://doi.org/10.1111/1467-8624.t01-1-00352
   PubMed Web of Science ®Google Scholar
• Zigler, E. F., & Bishop-Josef, S. J. (2004). Play under siege: A historical overview. Zero to Three, 30(1), 4–11.
   Google Scholar
• Zillmann, D., Williams, B. R., Bryant, J., Boynton, K. R., & Wolf, M. A. (1980). Acquisition of information from educational television programs as a function of differently paced humorous inserts. Journal of Educational Psychology, 72(2), 170–180. https://doi.org/10.1037/0022-0663.72.2.170
   PubMed Web of Science ®Google Scholar
• Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124. https://doi.org/10.3389/fpsyg.2018.01124
   PubMed Web of Science ®Google Scholar