Category: learning

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More projects on Play and the City

Beth Kelley1 Comment

TED (conference)

I posted last week about Jason Sweeney and his TED City2.0 plan to map out quiet spaces in cities.

After doing some more poking around I found some other great projects all grouped under “Play in the City.”

First, I commend TED and the participants of this project for recognizing the need for play in all environments and for all ages.

Second, they have some really cool ideas to check out:

Bruno Ruganzu, 10k prize winner and the first TED Prize recipient of 2012 in Doha, Qatar at the TEDxSummit

 

All of these great ideas and more are captured on the Play theme page of the TED City2.0 project.

I think people often think of play as done out in the woods or on playgrounds, and often forget that cities can contain all the resources needed for play. Just look at parkour or buildering or urban mountain biking, or even yarn bombing. That said, it is absolutely crucial to allow people to play in cities and to create spaces dedicated entirely to play, as much for grown-ups as for kids.

What other projects promoting play in the city are you aware of? Let me know in the comments below.

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behavior · brain · creativity · learning · mental health · neuroscience · psychology

The Benefits of Daydreaming

Beth Kelley

English: Rêverie (Daydream)

I am a HUGE fan of Jonah Lehrer and his exploration of science and psychology, so I was thrilled to see his new article in the New Yorker about how important it is for us to daydream (which is a big part of make-believe play).

Humans are a daydreaming species. According to a recent study led by the Harvard psychologists Daniel Gilbert and Matthew A. Killingsworth, people let their minds wander forty-seven per cent of the time they are awake. (The scientists demonstrated this by developing an iPhone app that contacted twenty-two hundred and fifty volunteers at random intervals during the day.) In fact, the only activity during which we report that our minds are not constantly wandering is “love making.” We’re able to focus for that.

At first glance, such data seems like a confirmation of our inherent laziness. In a culture obsessed with efficiency, mind-wandering is often derided as useless—the kind of thinking we rely on when we don’t really want to think. Freud, for instance, described daydreams as “infantile” and a means of escaping from the necessary chores of the world into fantasies of “wish-fulfillment.”

In recent years, however, psychologists and neuroscientists have redeemed this mental state, revealing the ways in which mind-wandering is an essential cognitive tool. It turns out that whenever we are slightly bored—when reality isn’t quite enough for us—we begin exploring our own associations, contemplating counterfactuals and fictive scenarios that only exist within the head.

Read more http://www.newyorker.com/online/blogs/frontal-cortex/2012/06/the-virtues-of-daydreaming.html#ixzz1wwmMkzFa

We all need a chance to let our brains wander and make connections and just absorb and process what we’ve been experiencing. It’s a mental health issue as much as an intelligence issue in my book. There are lots of stories (not all of them 100% true, but still useful), of scientists struggling with a problem, going outside to take a break and daydream on it, and *BAM* problem suddenly solved!

Do you give yourself a chance to daydream? Have you had one of those “aha” moments due to daydreaming? Leave a note about your experiences in the comments below.

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children · creativity · design · learning · play

Designs for Children Showcased at ‘Play In Progress’ During Milan Design Week

Beth Kelley

Happy Friday! I hope you get a chance to go out and play this weekend. Speaking of play, here is another great find from Milan’s Design week (remember the edible mini furniture from earlier this week?). This exhibit of design focused specifically on children’s spaces, with a focus that was very playful, creative, and also a great idea for grown-ups to incorporate into their own environments.

From Inhabitat:

Students from the HDK master program Child Culture Design created an exhibit to explore new ways of bringing play into everyday objects to help foster imagination and creativity. Dubbed “Play In Progress“, the exhibit was one of our favorites at the Salone Mobile.

Johanna Larsson‘s cool table features transparent color plates that can be arranged and rearranged to create different tabletop scenes that push imaginative thinking.
At first look of Hide||show appears to be nothing special, but just put a kid in front of one of these and you’ll realize that there is definitely something more to this cabinet. The cabinet features two pairs of handles — one ordinary set for adults and a pint-sized set of hole-like handles for children. The variation indicates different accesses to function, and give children the feeling of exclusivity in their own world.
Inspired by the game of “hide and seek”, Behind the Curtain blocks out part of a white curtain with color to create a secret space for a child to be alone in his/her world.
Griet Boucique has designed an ‘Alternative Playground’ – a landscape of soft seats – that questions what is a ‘good’ play environment for a child? The design considers material usage, its impact on the environment, and how different textiles can the way a child engages in play.

Check out more great designs at Inhabitat (I love the block table, for example!)

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anthropology · children · community · creativity · design · environment · learning · Nature · play

Kids’ playground goes back to nature – Edmonton Journal

Beth Kelley2 Comments

I love the fact that playgrounds are incorporating the stuff that kids love to play with the most – dirt, rocks, and sticks!

Children won’t find new monkey bars and bright plastic play structures at the upgraded Donnan Park.

Instead, the aging playground at 9105 80th Ave. will become Edmonton’s first “natural playground,” part of a growing trend in playground design.

Children in the redesigned Donnan Park will entertain themselves with such timehonoured playthings as rocks, sticks, sand and dirt. The overhauled space will feature a slide built into a hill, a sideways-growing tree, a boulder spiral, a hand pump to pour water into a small stream and plenty of plants, trees and greenery.

It will be “a beautiful garden that everyone plays in,” says Kory Baker-Henderson, co-chair of the neighbourhood committee that worked on the preliminary playground design with expertise from Ontario-based Bienenstock Natural Playgrounds.

“Around us there are already some typical playground structures, so we wanted to have something different that blends in with the (Mill Creek) ravine,” Baker-Henderson says.

“Studies have shown imaginative play is much more stimulated (in natural settings) and children actually will play longer and become much more involved than on a typical red, plastic slide structure. Their games will just get much more imaginative. There’s that connection with nature. We have plans for a community garden, so it’s a learning and teaching tool, too.”

The playground at Donnan Park currently has swings and a slide that will remain for now, but won’t be replaced, she says.

Read the full article.

behavior · brain · children · learning · robotics · Social

Are robots future playmates for kids?

Beth Kelley
robot
Will this robot someday be a child's best friend? (Photo credit: glemak)

An article from LiveScience talks about recent studies that find kids can get along pretty well with robots as playmates:

As technology continues to improve, human-like robots will likely play an ever-increasing role in our lives: They may become tutors for children, caretakers for the elderly, office receptionists or even housemaids. Children will come of age with these androids, which naturally raises the question: What kind of relationships will kids build with personified robots?

Children will view humanoid robots as intelligent social and moral beings, allowing them to develop substantial and meaningful relationships with the machines, new research suggests.

Researchers analyzed the interactions between nearly 100 children and Robovie, a 3-foot-tall (0.9 meters) robot developed by the Advanced Telecommunications Research Institute in Japan. In the study, two technicians controlled Robovie remotely from another room, leading the children to believe that the robot was autonomous. The researchers imparted humanlike behavior to the robot, such as having Robovie claim unfair treatment when he was told to go into the closet at the end of the interaction sessions.

After reading the LiveScience question is, is this a good idea? I know positive results have been found for kids with Autism, who are able to transfer skills practiced with robots on to other humans, but for healthy kids is this really as beneficial? The scientists don’t seem too concerned:

…the researchers think that the results have important implications for the design of future robots. If engineers design robots to simply obey orders, the master-servant relationship that children experience may trickle into their interactions with other humans. Is it then better to design robots with the ability to “push back” as Robovie did when he was instructed to go into the closet?

Shen said there is no easy answer to which design scheme is better.

“I don’t think children will treat robots as nonsocial beings, they will treat them as social actors and interact with them in social ways,” she said. “But we need more data and evidence to see how adults, as well as children, will develop relationships with these robots.”

What do you think? Is this a good idea? The elderly in Japan do seem to benefit from having robot pets. Could the same be true for kids?

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behavior · brain · children · culture · education · learning · mental health · play · technology

Toddlers to tweens: relearning how to play

Beth Kelley1 Comment
Español: Guiliana moreno Jugando en bogota
Free play is finally getting the recognition it deserves. Image via Wikipedia

Great article from the Christian Science Monitor about the value of play:

In recent years, child development experts, parents, and scientists have been sounding an increasingly urgent alarm about the decreasing amount of time that children – and adults, for that matter – spend playing. A combination of social forces, from a No Child Left Behind focus on test scores to the push for children to get ahead with programmed extracurricular activities, leaves less time for the roughhousing, fantasizing, and pretend worlds advocates say are crucial for development.

Meanwhile, technology and a wide-scale change in toys have shifted what happens when children do engage in leisure activity, in a way many experts say undermines long-term emotional and intellectual abilities. An 8-year-old today, for instance, is more likely to be playing with a toy that has a computer chip, or attending a tightly supervised soccer practice, than making up an imaginary game with friends in the backyard or street.

But play is making a comeback. Bolstered by a growing body of scientific research detailing the cognitive benefits of different types of play, parents such as Taylor are pressuring school administrations to bring back recess and are fighting against a trend to move standardized testing and increased academic instruction to kindergarten.

more at: Toddlers to tweens: relearning how to play.

behavior · brain · happiness · health · learning · neuroscience

It really is the journey rather than destination

Beth Kelley2 Comments

HappinessNice interview from Salon with scientist Shimon Edelman about how scientists are discovering neural patterns to the behaviors and activities that make humans happy; turns out the act of learning is often more rewarding than what we learn:

Shimon Edelman, a cognitive expert and professor of psychology at Cornell University, offers some insight in “The Happiness of Pursuit: What Neuroscience Can Teach Us About the Good Life.” In his new book, Edelman walks the reader through the brain’s basic computational skills – its ability to compute information, perform statistical analysis and weigh value judgments in daily life – as a way to explain our relationship with happiness. Our capacity to retain memories and develop foresight allows us to plan for the future, says Edelman, by using a mental “personal space-time machine” that jumps between past, present and future. It’s through this process of motivation, perception, thinking, followed by motor movement, that we’re able not only to survive, but to feel happy. From Bayes’ theorem of probability to Shakespeare’s “Romeo and Juliet,” Edelman offers a range of references and allegories to explain why a changing, growing self, constantly shaped by new experiences, is happier than the satisfaction any end goal can give us. It turns out the rewards we get for learning and understanding the workings of the world really make it the journey, not the destination, that matters most.

Read the interview.

children · creativity · design · education · learning · Nature

Toys in space!

Beth Kelley

Toys are not only great for thinking outside the box with, they’re also great for thinking outside of our world! Two Canadian students recently sent a Lego man out to the edge of space:

Matthew Ho and Asad Muhammad used a weather balloon to carry a camera and a toy lego man high above the clouds.

(source: BBC News)

What the video here:

Image

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children · education · happiness · health · learning · play

Play is a crucial part of learning

Beth Kelley1 Comment

Great article from The Atlantic about how squeezing recess and playtime out of education is a really bad idea:

Play is important for the emotional, social, cognitive, and physical development of children. In addition to being critical for general health and a preventative against overweight, play develops life skills for children and communication skills among peers and family members.

But because of over-scheduling, over-supervision, lack of appropriate play environments, and too many entertaining screens many children have less access to play time and play spaces than children in the past.

Children living in poverty experience these barriers and more, according to a recent clinical report from the American Academy of Pediatrics. Underprivileged children often have less access to recess and school-based creative arts, music, and physical education programs. Additionally, the socioeconomic stressors on poor families often conspire against parents having the time, energy, or skills to engage in play with their children.

Poor children’s access to outdoor play spaces may be compromised by the safety of their neighborhoods and the decrease in parks and open spaces in urban areas. Children who are unable to play outside tend to spend more time on screen-based activities such as watching TV or playing video games. Excessive screen time takes a huge toll on mental and physical health and academic achievement

Many urban schools have replaced recess and purely recreational after-school activities with academic enrichment activities to help close the academic achievement gaps between lower-income children and their more privileged peers. While improved academics is an important goal, the report emphasizes that the developmental role of play should not be forgotten and the benefits of play should not be traded off in favor of academics.

According to the report, play’s benefits extend to psychological well-being. Play provides an opportunity for a student to shine in areas that are not strictly academic and thus contributes to the child’s personal sense of pride and belonging in her school environment. This has the potential to discourage truancy and encourage children to remain in school to complete their education

Twenty-eight percent of schools with children in the highest poverty levels have no recess at all. This impacts a population of children who already have limited opportunities for creative experiences and social play, especially since research that has shown that physical education periods and recess enhance a child’s readiness for academic pursuits during the school day. They suggest that the elimination of these pace-changing opportunities may in fact be counterproductive for academic success.

More at Recreational Play Can Be Far More Important Than Academics

children · education · learning

Un-geekifying scientists

Beth Kelley
Español: Investigadores en un laboratorio de l...
What makes a career seem achievable, especially in STEM fields? Image via Wikipedia

Interesting article about making science appealing to youngsters, particularly girls:

Addressing the country’s shortfall of students in the STEM disciplines (science, engineering, technology and mathematics) begins with persuading students that scientists are people, too.

A series produced by the science program NOVA, available online, is a good place to start. The Secret Life of Scientists and Engineers (tag line: “Where the lab coats come off”) features footage of scientists working in their labs and sitting down for interviews. The researchers come off as curious, playful, even goofy — people you might want to befriend, or become. The same process of humanization can work with written materials. Susan Nolen, a professor of psychology at the University of Washington, gave two different statistics texts to groups of female students. One selection was written in the remote, impersonal style of most textbooks. The other struck a more accessible tone, sharing the writer’s views and opinions on the information. The text with a “visible author,” as Nolen describes it, prompted the students to engage in mental interactions with the author as they read, a process that promoted their understanding and retention of the material.

Read more: America Needs More Geeks: How to Make Science Cool

Do you agree or disagree with Paul’s assessment? Are scientists scary, unapproachable beings that nobody wants to be when they grow up?

From my personal experience I know that making that kind of job and expertise seem attainable was important to me as a high school and college student. I had a journalism professor in college that I greatly admired, Conn Hallinan. He was so GOOD at what he did; he seemed to know the history of every issue. In his provost house (not even his “real” house) he had an entire room full of file cabinets filled with clippings of stories, and somehow kept track of all of it. It was somewhat intimidating as a budding journalist. I remember thinking a couple of times “I will NEVER be this organized/dedicated/whatever. How will I ever become a journalist?” Thankfully he was very supportive of my budding talents, and I ended up writing for a scientific magazine for several years.

That being said, I think it helps to have the mask removed and being able to see the real people behind some of these professions. At the same time, probably the most helpful course I took in college was a two-credit seminar on writing professions. Each week they brought in guest speakers who talked about how they made money writing, and what they did as side-jobs if/when the writing didn’t pay enough. One journalist who’s name I can’t remember told us that she was a terrible introvert, but loved being a journalist because it gave her an excuse and a reason to talk to people. As a fellow introvert, that helped me a lot.

So, I do think it’s important to humanize jobs if we want kids to pursue them. I was going to say this is especially true for girls, but I think it’s true for both genders.

What are your thoughts? Was there a person that inspired you to get into your current career? What were they like; were they very approachable, or more legendary/iconic? Leave your story in the comments.

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