In this presentation we will explore the dynamic relationship between contemporary art and young children’s play. What opportunities do artists offer children? What is the relationship between play and art making? How can we design play spaces inspired by the creative practices of artists?

Dr. Louisa Penfold is a Lecturer and the Co-Chair of Arts and Learning at the Harvard Graduate School of Education. Her research and practice focus on contemporary art, early childhood education, and play-based learning across schools, museums, and public spaces. Her PhD research, run as a partnership between Tate and the University of Nottingham (UK), explored the design of children’s play spaces in modern art museums. Louisa runs Art. Play. Children. Learning, a blog for parents on cultivating children’s creativity through modern and contemporary art. She has been awarded fellowships and grants from the Smithsonian Institute, the Ian Potter Foundation, and Graduate Women of Queensland Fellowship Fund. Her writing on children’s art education can be found in publications including MIT’s Journal of Design and Science, The Journal of Childhood Studies, Curator: The Museum Journal, and The Australian.

Art Play Children Learning blog
Art Play Children Learning Instagram
Material Matters in Children’s Creative Learning, published in MIT’s Journal of Design and Science
Art Play Children Learning Twitter

In today’s world we need creative thinkers who are able to communicate, collaborate, innovate, and problem solve. Young children have a vast capacity to be creative thinkers. If they are supported in interesting, unique, and supportive environments that provide choices and opportunities to be actively engaged, they will bloom in their thinking. Play is an avenue that encourages young children to try new things, select diverse approaches, be persistent, and match their explorations with their level of curiosity. The combination of engaging play and creative opportunities will provide young children with new ways to learn, have fluent ideas, elaborate solutions, and expand their potential. Together the amazing connection of play and creativity can support the development of Young Creative Thinkers.

How can we encourage and support the interactions of play and creativity? Let’s explore the amazing opportunities that are possible when young children chose and guide their play while using their creative thinking.

Dr. Rebecca Isbell is a motivational speaker, prolific writer, and consultant in early childhood education. She served as the Director of the Center of Excellence in Early Childhood Learning and Development and Professor of Early Childhood Education at East Tennessee State University, Johnson City, Tennessee where she was honored as an “Outstanding Teacher.” She is the author of thirteen books and numerous articles related to creativity, learning environments, play, literacy, the arts, and child development.

Website: Drisbell.com
Facebook: facebook.com/drisbell
Linkedin: linkedin.com/inrebecca-isbell-a0023b49/

What is the relationship between play and the creative process? What connections can be made? How are they woven together? Roberta Pucci investigates these questions through concrete experiences. She traces some threads from her childhood play to her current work with materials as an atelierista and art therapist. In the process, some opposite keywords will emerge. For example, freedom vs. limits; rules vs. the unexpected. The conversation and presentation follow one of the elements of creativity and play by keeping the unexpected at the center.

I am Roberta Pucci, atelierista and art therapist from Italy.

My approach is nurtured by three main areas of my studying and professional background: the Reggio approach, Art Therapy, and the design thinking of Bruno Munari. Interweaving these multifaceted knowledges, I design courses, workshops, books, and creative tools to help each person or group expressing their unique potential, that naturally leads to a more active and authentic relationship with the environment and with others.

From the early 2000s, I’ve held workshops and courses about the creative use of artistic, natural, and recycled materials, especially for educators and teachers, collaborating with social cooperatives. Then I have spent seven years working as atelierista in a Reggio-inspired preschool, in addition to one year at the Loris Malaguzzi Center of Reggio Emilia, with study groups from all over the world.

I am currently working as an art educational consultant, atelierista, and art therapist, for personal or professional growth.

www.robertapuccilab.com

Artist Dana Ross will guide us on an exploration of how to use art to discuss feelings with young children. Working with paint pigment and brushes, Sharpie pens and microns, graphite drawing pencils and sometimes pastels, the young artists who come to the studio begin to form knowledgeable relationships to TOOLS as ways and means for making art. Even very young children form an opinion about the medium that they like best. Her perspective is both thought provoking and innovative. Pull out your Sharpies and watercolor paint to follow along!

Dana Ross is an artist and a teacher who is wildly passionate about painting. Her work as a painter is directly influenced by her work with others, as she helps them to see more of the details in the objects they paint, and in their lives.

She strives to be very sincere in her teaching, work, and work at the Crocker Art Museum, The Morning Work, and the many relationships in her world and on the planet in such a way as to be absolutely the same person with a young child as with any adult who shares some gallery or grocery store or classroom space.

Dana has studied at Boston University and California State University Chico, and currently lives in Auburn, CA.

danaross-artist.com

See how Play as Creativity is implemented at Boulder Journey School in Boulder, Colorado. Hear from the talented educators as they walk you through how they increase children’s play and creativity in their ecosystem.

Alison Maher is the Executive Director at Boulder Journey School, where she has worked since 1993. Boulder Journey School is known for innovation in both early childhood education and teacher education and serves children ages 8 weeks to 5 years and their families, as well as graduate students and teacher licensure candidates. Alison has presented at numerous national and international conferences and has worked as an educational consultant in a wide variety of public and private preschool and elementary schools in the United States, Canada, Australia, Japan and Ireland.

I’m Kendra Porter. I am a mentor teacher in room 2. This is my 7th year working at Boulder Journey school. l’m really excited to work in infants this year! I was born and raised in Louisville, Colorado. I graduated from the University of Colorado Boulder with a BA in Psychology. Through the Boulder Journey School Master’s Program, I received my MA degree in Human Learning and Development with an emphasis on Early Childhood Education. On my time off, I enjoy spending time with my family! I have a one year old newfoundland puppy, Millie, who I will talk about constantly! I love skiing, hiking, seeing movies, and working out! I’ve always had a passion for being around children. They bring so much joy and positivity into my life. I cannot wait to continue building relationships with this group of children!

This conversation explores how children, with their hands on materials and their minds on ideas, are naturally engaging in inquiry when they play. We uncover the crucial role of the environment, the hundred ways that children show us their thinking, and the role of the educator within inquiry-based approaches. Finally, we think through how an inquiry-based environment can bridge the opportunity gap, providing the space and support for all children to learn.

Susan Stacey has worked in the field of early childhood for over 35 years, as an early childhood educator, director, college instructor, and practicum advisor. She obtained her Master’s degree at Pacific Oaks College, Pasadena, California. Stacey frequently presents across North America and internationally about emergent curriculum, reflective and responsive practices, inquiry, documentation, and the role of the arts in ECE. She supports adult learners throughout their journeys in ECE, working with both new and experienced educators. Stacey has presented frequently at NAEYC and other conferences, and has been published in Young Children, Young Exceptional Children, and Exchange. Her books with Redleaf include Emergent Curriculum in Early Childhood Settings, The Unscripted Classroom, Pedagogical Documentation in Early Childhood, and Inquiry Based Early Learning Environments.

Visit Susan’s website at suestacey.ca

In this conversation with Suzanne Axelsson, we explore the meaning of inquiry and how it guides our work with young children. We review the components of play and inquiry and explore possibilities for implementation in early childhood ecosystems. Inquiry is often understood as a scientific process, but it can also be seen as a form of play. Through Play as Inquiry children have the opportunity to explore the world around them, ask questions, and test hypotheses. This type of play is essential for children’s cognitive development and captures their curiosity. When implemented in early childhood ecosystems, Play as Inquiry can have a profound impact on children’s learning and development.

Suzanne Axelsson works as a pedagogical consultant using experience and research in listening, philosophy with children, and Indigenous Knowledge to guide creating democratic learning and play spaces in early childhood education. She works on the EY program at the Department of Child and Youth Studies, Stockholm University, as well as in preschools with children and educators. Suzanne has a masters in ECE and has traveled globally to hold workshops, presentations, and visit EY settings. She writes about play, listening, neurodiversity, and sustainability on her blog, Interaction Imagination, and curates the facebook group, “The Original Learning Approach.” Her book on Original Learning, where play, learning, and teaching are interwoven, will be published in 2022. Suzanne is published in books and articles in English, Swedish, Turkish, Hebrew, Italian, Croatian, Romanian, and more, covering topics such as risky play, art, and the Reggio Emilia Approach™.

interactionimagination.com

In this presentation, Jesse walks us through the process of observation and reflection used in AnjiPlay. Each step takes us deeper into our understanding of what happens and how children make meaning of their interest and intentions. The goal of the True Play and Adult Reflection Program is to introduce the practices of stepping back, taking videos of play, and reflecting with peers about your observations.

Jesse Robert Coffino is an educator, author, translator, photographer, father, and aspiring mechanic. As founder of Anji Education, Inc. Jesse works to share and develop the materials, philosophy, practices, and approach originated by Ms. Cheng Xueqin and the educators of Anji County, China. As Chair of the True Play Foundation, Jesse works to encourage understanding, acceptance and advocacy for True Play through research and support for programs and practitioners around the world.

anjiplay.com/guide
trueplayfoundation.org/tpci
anjiplay.org/interviews
FB: AnjiPlayWorld
Instagram: AnjiPlay
Twitter: AnjiPlay

Suzanne Axelsson’s exploration of how museums can engage children in inquiry is both delightful and insightful. Through play, children can learn to ask questions, think critically, and explore the world around them. Inquiry-based learning provides an excellent opportunity for children to develop these important skills. And what better place to explore than a museum? With its many exhibits and explorations, a museum can be a child’s playground, a place where they can discover new things and ask endless questions. Thanks to Suzanne Axelsson’s exploration, we can see how museums can play an important role in helping children to play, learn and grow.

Suzanne Axelsson works as a pedagogical consultant using experience and research in listening, philosophy with children, and Indigenous Knowledge to guide creating democratic learning and play spaces in early childhood education. She works on the EY program at the Department of Child and Youth Studies, Stockholm University, as well as in preschools with children and educators. Suzanne has a masters in ECE and has traveled globally to hold workshops, presentations, and visit EY settings. She writes about play, listening, neurodiversity, and sustainability on her blog, Interaction Imagination, and curates the facebook group, “The Original Learning Approach.” Her book on Original Learning, where play, learning, and teaching are interwoven, will be published in 2022. Suzanne is published in books and articles in English, Swedish, Turkish, Hebrew, Italian, Croatian, Romanian, and more, covering topics such as risky play, art, and the Reggio Emilia Approach™.

interactionimagination.com

Educators at Seneca College ECE Lab School, located in Toronto, Ontario, share their journey as they transformed the early learning lab into play studios. The focus of the studio is to bring togetherness, inclusiveness, and community and illuminate the spirit of play, creativity, and exploration for ECE students and the community. Capturing the spirit of play through documentation, storytelling, and an evolving pedagogy, educators share and celebrate the essence of play and the transformational power that play has within the studios.

Seneca College ECE Lab School is located in the traditional Territory of the Mississaugas of the Credit First Nation in Toronto, Ontario. It is a teaching lab school for the School of Early Childhood Education and Bachelor of Child Development programs at Seneca College.

It is a site for teaching and learning often referred to as a model school for ECE students at Newnham Campus, serving as a primary site for observation, research, and field practicum.

The Lab School explores various pedagogical approaches, theories, and practices to support emergent curriculum and environmental design in the processes of learning and living well together. Educators there aspire to co-create pedagogies that are situational, contextual, and responsive to our times. They seek to hold space to nurture our relationships and our interconnections with the land and the more-than-human world in pursuit of a more equitable world.

Follow us and stay connected
Instagram: @senecalabschool
Facebook Page: Seneca ECE Lab School Newnham
https://senecaecelabschool.ca/
senecalabschool@senecacollege.ca

Tanya Andrejas, RECE MECS
I began my journey in the field of ECE almost 30 years ago. I have had the privilege to work as an educator, faculty, pedagogical leader, and director of the inspirational setting of the Seneca College ECE Lab School in Toronto, ON. I am the proud recipient of the 2017 Prime Minister’s Award in Excellence in Teaching and Learning and enjoy sharing our work through conferences and professional learning engagements. I am passionate about all things ECE, honoring and living with our values and pedagogical commitments, situated in care, relationships, and heart-led practice. I am committed to creating space to engage in pedagogical dialogues and practices that inspire change within our sector.

Gabriele Sá, RECE
My journey at the Lab School began in 2016 as an ECE student. I strongly believe that children are critical thinkers who deserve the opportunity to express themselves, to be listened to, and to be an active part in our program. They hold the power of noticing the variety of worlds around them and to invite us into their journey of learning. The children can show us the hundreds of different paths we can track together, if we only allow ourselves to be led by them. I am also a fierce advocate of children’s emotional intelligence, and my desire is to contaminate more and more caregivers with the importance and value of nurturing children’s mental health. I love walking alongside children, families, and our ECE community on this beautiful journey of partnership, trust, collaboration, and community.

Nicole Pierce RECE, BA
Since starting at the Lab School in 2013 it has become my home. I strive to co-create our spaces as a sanctuary for learning, beyond the rules that society places on what it means to be a child or teacher. A place where children, families and educators can truly flourish and have the time, space and respect they need to truly learn; a place where we embrace curiosity, wonder, creativity and joy. I have a passion for co-learning with the children, and researching how they think, test, and create meaning in the world around them. I believe children hold wisdom far beyond our own and seek ways to interpret the beautiful and sacred messages they have to give us about the world.

Laura Salau, RECE
I have had the privilege to work at Seneca College ECE Lab School for well over 20 years. I am grateful for the conditions and freedom to constantly re-think, re-design and transform my philosophy, values, commitments, and pedagogy alongside others. I am honored to have witnessed and been part of histories, stories, and transformational moments throughout the years. I have embraced this journey alongside this community and can truly say I have found a place of belonging.

 Niluka Perera-Jones, RECE
I graduated from the ECE program in 2000 and began my journey as an educator at Seneca ECE Lab school in 2003. The opportunities at the Lab have helped me grow in so many ways, inspiring me to be the educator that I am today. I have been so lucky to have had the opportunity to give back to the community, inspiring and challenging others through mentoring, hosting webinars and other events.

In this candid conversation, Ben, Megina, and Jayd share stories and their experiences with the promotion of educational systems founded on the idea of playfulness and joy. They discuss how their work is anchored in strong principles of equity, social justice, and profound respect for children. Together, they provide a compelling case for why play and playfulness are crucial for developing strong minds and healthy societies.

Benjamin Mardell is a principal investigator at Project Zero, a research organization at the Harvard Graduate School of Education. He works on the Pedagogy of Play and Children are Citizens projects. Ben has been associated with Project Zero since 1999, initially as a researcher on the Making Learning Visible (MLV) project and helped co-author Making Learning Visible: Children as Individual and Group Learners. After continuing his work as a preschool and kindergarten teacher, Ben returned as a researcher on MLV and co-authored Visible Learners: Promoting Reggio-Inspired Approaches in All Schools. Ben’s publications include: From Basketball to the Beatles: In Search of Compelling Early Childhood Curriculum and Growing Up in Child Care: A Case For Quality Early Education. When not at PZ, Ben enjoys playing with his family (hiking, swimming, and games) and participating in triathlons.
Project Zero
Pedagogy of Play
Children are Citizens
Inspiring Agents of Change
Making Learning Visible

Jayd Rodrigues is the Executive Director of Early Education at Horizons for Homeless Children. She handles the day-to-day operations, overseeing educators, operations, and practices creating a high-quality learning environment serving young children living in shelters. Her background in early education and work with young children in the foster care system help her create an environment where the unique traumas children experiencing homelessness experience are acknowledged and addressed. In her personal life, she has mentored LGTBQ+ youth and puts her green thumb to work in a community greenhouse in service to local senior citizens. Her positive outlook and ease of connecting directly with colleagues, family members, and children make her a valued leader and mentor to many at Horizon and in her community.

Megina Baker is the Director of Teaching and Learning at Neighborhood Villages. She has been an early childhood educator and teacher educator for over 20 years. She holds a Ph.D. from Boston College, where she studied bilingualism, teacher education, and practitioner inquiry. As a teacher educator in the Early Childhood Education program at Boston University’s Wheelock College of Education and Human Development, Megina taught courses on play and early childhood curriculum and assessment and supervised student teachers in public school placements. She engages in ongoing collaboration as a researcher on the Pedagogy of Play project at Harvard Graduate School of Education’s Project Zero, with a focus on understanding and promoting learning through play in schools. A graduate of Tufts University and Cornell University, Megina has taught preschool, pre-k, and kindergarten in both public and private settings for over ten years in the United States and in Sweden. She collaborated in writing the integrated, play-based Focus on K2 curriculum for the Boston Public Schools kindergarten programs, now being used across Boston as well as in a number of other districts in MA and beyond. Megina is also a co-author of two books: Children at the Center: Transforming Early Childhood Education in the Boston Public Schools and Reclaiming Accountability in Teacher Education and has been involved in coordinating numerous professional development opportunities for local educators in conjunction with the Wonder of Learning exhibition from Reggio Emilia, Italy. When not teaching, Megina loves to spend time outdoors (hiking, skiing, swimming…), singing and playing fiddle, and gardening. She lives in the Boston area with her husband and two young emergent bilingual children.

Maurice Sykes’ conversation with Miriam highlights the importance of ensuring early childhood education is based on joy and playfulness. Maurice’s candid approach and his knowledge of theory and history remind us that we have a responsibility to secure children’s right to play. It is essential that we ensure access to play for children in underfunded black and brown communities. Play allows children to explore, experiment, and make mistakes in a safe and supportive environment. It is how they learn to problem-solve, develop social skills, and understand their emotions. Equity in play is important because it ensures all children have the opportunity to experience the joy and benefits of play. When we deny play to children in underfunded communities, we are robbing them of their childhood and impeding their development. It is our responsibility to ensure all children have access to play.

Maurice Sykes, author of Doing the Right Thing For Children: Eight Qualities of Leadership and co-editor of Child Care Justice: Transforming the System of Care for Young Children, is the Executive Director of the Early Childhood Leadership Institute and a Senior Associate at M Russell & Associates. He was recently inducted into the DC Hall of Fame Society for his numerous contributions to the field of Early Childhood Education.

In this conversation, Jillian King, an educator at Rosa Parks Early Childhood Center in Tulsa, Oklahoma, shares how she provides an environment full of play, exploration, and unscripted materials to support children’s learning. Rosa Parks Early Childhood Center offers high-quality play experiences for all children who walk through the doors. Jillian works closely with families to extend play opportunities at home as well.

Jillian King is an early childhood educator in Tulsa, Oklahoma. I have been working at Rosa Parks Elementary school for the past nine years, growing in my knowledge of the importance of play for young children and focusing on the Reggio Emilia teaching philosophy. Our school is a unique one; merging together high-quality education and a rich learning environment to support the needs of our low socioeconomic children and families. Each day, I am extremely impressed by my children and I learn immensely as I see them interact and play together in my classroom. My biggest passion is educating fellow teachers on the importance of play for young learners and providing opportunities for growth of others as I consider lifelong learning an essential attribute of all teachers.

Join Miriam as she walks you step by step to curate and infuse Loose Parts to support multi-language learners. Loose parts play is unscripted and unpredictable and is incredibly well suited for multi-language learners, as it allows them to use play to engage in inquiry and explore language. By providing Loose Parts, children can represent various languages. Loose Parts play will promote their home language and help them develop confidence in using other emerging languages.

The Essence of Play Summit is led by Miriam Beloglovsky, co-author of the award-winning Loose Parts series and founder and CEO of Playful Transformation. The Essence of Play Summit includes videos demonstrating how play can be implemented in early childhood ecosystems. By redefining play’s meaning, we can create a more unifying discourse and environments where all children can thrive.

In this delightful video, we observe how educator Jillian King guides children as they explore their interests. The Rosa Parks Early Childhood Education Center comes to life to show how Play as Equity can be achieved when we believe in children’s ability to facilitate their own learning. Through play, inquiry, and exploration, children are given the opportunity to learn about themselves and the world around them in a safe, respectful and supportive environment. It is clear from the video that when given the chance to play and explore, children are capable of great things. Thanks to educators like Jillian King, more children are given the chance to reach their full potential.

Jillian King is an early childhood educator in Tulsa, Oklahoma. I have been working at Rosa Parks Elementary school for the past nine years, growing in my knowledge of the importance of play for young children and focusing on the Reggio Emilia teaching philosophy. Our school is a unique one; merging together high-quality education and a rich learning environment to support the needs of our low socioeconomic children and families. Each day, I am extremely impressed by my children and I learn immensely as I see them interact and play together in my classroom. My biggest passion is educating fellow teachers on the importance of play for young learners and providing opportunities for growth of others as I consider lifelong learning an essential attribute of all teachers.

Dr. Rasul Mowatt urges us to get involved in community design to ensure that play is incorporated, and equity is promoted, in future designs. He highlights how geography and history have shaped the design of communities and the inclusion of play spaces, which have an important role in promoting equity. He encourages us to contribute to the future community design to incorporate more play spaces. He discusses how play is essential for children’s development and has a positive impact on their physical, social, emotional, and cognitive development. Equity is also an important consideration in community design.

Rasul A. Mowatt is the Department Head of Parks, Recreation, and Tourism Management in the College of Natural Resources at North Carolina State University. Formerly served as a Professor in the Departments of American Studies and Geography in the College of Arts + Science at Indiana University. His primary areas of research are: Geographies of Race, Geographies of Violence and Threat, The Animation of Public Space, and Critical Leisure Studies. Published work has been on analyzing racially violent forms of leisure in the American Behavioral Scientist, the dangers in viewing images of Black death in Biography, and most recently, the threat of violence from intimate terrorism, White Nationalists, and the State in a special call for COVID-19 in Leisure Sciences. Most recently he published a summation of this work in book form, The Geographies of Threat and the Production of Violence: The City and State Between Us, with Routledge in 2021.

Session Description: (Coming Soon)

Kevin Paul is the Associate Director of Thought Leadership at KABOOM!, a national nonprofit that works to close the playspace equity gap though community-led playground builds. Based in Washington, DC, he leads the organization’s thought leadership portfolio, supports public and media relations, and produces digital content to inspire action across a broad range of audiences interested in child and community health and wellbeing.

Prior to joining KABOOM!, Kevin organized to stop the automatic charging of youth in adult courts in Maryland, worked in public relations for a national fair housing group, and oversaw corporate communications for Living Cities, a multi-sector philanthropy focused on ending racial disparities in income and wealth.

Jen De Melo is the Senior Strategist of Organization Innovation and Strategic Partnerships at KABOOM!, and has committed her career to ensuring that every kid has equitable access to high-quality and safe play opportunities. In her current role, Jen works to provide responsive and innovative program solutions that meet the varying needs of kids and communities. Her expansive knowledge of play solutions and their benefits stems from leading hundreds of play infrastructure projects across North America, managing programs totaling over 20 million in grant dollars, and creating new cutting-edge programs during her tenure at KABOOM!

This session will be a conversation about the professional approach of playwork, with a focus on Adventure Play at The Parish School (called ‘AP’ by the children), an after-school program established in 2008 and modeled after European adventure playgrounds. The goal for playworkers is to create a space where children can explore their own identities and culture as freely as possible. Adults can most effectively do this through self-reflection, understanding our own biases and privilege, and using the gentlest possible interventions. Included will be footage from AP and children talking about the playground they love so dearly.

Jill Wood founded Adventure Play at The Parish School in 2008 and has operated it since. Every year she grows toward a better understanding of play by: listening to children; reflecting on her own adult privilege; and being humbled by what is possible when you give children time to create their own space and culture. She founded Bayou City Play in 2013, a collective of artists, therapists, and librarians who advocate for play in the Houston metro area. She is also a school librarian.

Session Description: (Coming Soon)

Ms. Ashley is an early childhood expert and has been a play advocate for over 20 years. Ashley brought her experiences as an early childhood teacher, museum curator, and performer to found Play Plan Afrikan (playpanafrikan.org), an early learning collective, and Nguzo Babies (nguzobabies.com) a children’s puppet show. She has written books and teaching material including her Kwanzaa 365 curriculum to support educators in curating culturally diverse learning in classrooms everywhere. Her passion is offering support and quality resources to families with young children to restore the beauty of childhood and family pastimes.

In this video, you will see Adventure Play at The Parish School in action! The adventure playground is an inclusive after-school program in Houston, Texas where children ages six to twelve build their own playground out of tools, scrap materials, Loose Parts, and their growing imaginations. Children can explore three acres of grassland, catch toads, and make new friends under the gentle supervision of trained adults known as playworkers. You will be transported to your own childhood.

Jill Wood founded Adventure Play at The Parish School in 2008 and has operated it since. Every year she grows towards a better understanding of play by: listening to children; reflecting on her own adult privilege; and being humbled by what is possible when you give children time to create their own space and culture. She founded Bayou City Play in 2013, a collective of artists, therapists, and librarians who advocate for play in the Houston metro area. She is also a school librarian.