Abstract
This research explores the transformation of urban spaces into engaging learning environments for children through playful learning installations. Many U.S. cities lack child-friendly amenities, safe play areas, and well-maintained community facilities, particularly in under-resourced neighborhoods. These deficiencies limit children’s development and learning opportunities. Playful learning installations address this issue by converting everyday spaces into interactive learning environments. These interventions support cognitive and social-emotional development, especially in low-income areas with limited resources. The paper examines the impact of specific playful interventions on educational and social-behavioral skills in disadvantaged neighborhoods. Research indicates significant increases in caregiver-child interaction, questioning, and STEM-related conversations at playful learning sites compared to regular playgrounds. These installations provide free, accessible learning opportunities, helping reduce inequities in children’s exposure to enriching environments. The study explores the opportunity of scaling up these concepts by introducing design students to playful learning principles through an open-source course. This approach aims to integrate child-friendly design into architecture, design and urban planning curricula, potentially transforming underutilized public spaces into vibrant community hubs that foster social cohesion and learning through play.
Presenters
Debra RubenAssociate Professor, Associate Dean for Academic and Faculty Affairs, Architecture, Design & Urbanism, Drexel University, Pennsylvania, United States Ulrike Altenmüller-Lewis
Department Head/Associate Professor, Architecture, Design & Urbanism, Drexel University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Learning through Play, Urban Placemaking, Community Engagement, Open-source Course
