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In a workshop space brimming with inventive tools and metal walls that seemed to pulse with creativity, Dr. Kathleen Artman Meeker, director of the Haring Center, and a diverse group of educators plunged into an exhilarating challenge. It was 2022, and the setting was Reggio Emilia, Italy, where they participated in ateliers during a study abroad trip. The task was to transform an assortment of everyday materials into imaginative constructs. The room buzzed with a palpable mix of excitement and uncertainty as participants navigated the boundaries of their creativity. 

Meeker recalls the experience vividly: “We all jumped into the challenge with enthusiasm, though it wasn’t without its frustrations. We’d often find ourselves standing around, asking, ‘What do you want to do?’ and ‘I don’t know, what do you want to do?’ It was like being adults playing, trying not to step on each other’s toes and figuring out the best approach. Ultimately, we ended up creating a pretty cool construction that used the room’s space and materials in interesting ways.” This playful experimentation revealed a fundamental truth about creativity in education: play and collaboration are not just luxuries but essential components of effective teaching. 

We’d often find ourselves standing around, asking, ‘What do you want to do?’ and ‘I don’t know, what do you want to do?’ It was like being adults playing, trying not to step on each other’s toes and figuring out the best approach.

Structured in two phases, the Learning Studio maximizes both engagement and reflection. The first phase immerses educators in interactive activities and material experimentation, allowing them to explore and document the effects of playful methods. Participants engage in problem-solving, negotiating, and collaborating, which are crucial for understanding the practical applications of play-based practices. 

In the second phase, educators have the flexibility to apply their insights in practice or document their personal educational journeys. This adaptability ensures that participants can interact with the material in ways that align with their individual preferences and professional goals. Through this innovative approach, Meeker is reshaping teaching practices and inspiring educators like Noemi Mendez, signaling a shift towards more dynamic and inclusive classrooms. 

From Learning Studio to classroom impact 

Noemi Mendez, a recent master’s graduate in Early Childhood Special Education from the ���ߺ��� ���ߺ���, exemplifies the Learning Studio’s influence on teaching. Her journey through the Studio underscores the power of creativity and play in education. Mendez notes, “Regardless of how much information and experience you have within the field, there’s always more to learn.” This mindset fuels her commitment to continuous improvement and adaptability in the educational landscape. 

One impactful exercise involved using ordinary items in unconventional ways, encouraging Mendez to ‘think outside the box’ and explore diverse perspectives. This collaborative experience inspired her to adopt a hands-on, interactive approach in her developmental preschool classroom. Drawing from her Studio experience, Mendez incorporates activities with “random pieces of tissue paper, strings, and yarn” to explore colors and textures creatively. She explains, “We talked about the colors and textures that we saw, and they started making little glitter designs.” This method not only enhances student engagement but also fosters a learning environment where creative exploration is encouraged. By repurposing everyday materials in imaginative ways, Mendez empowers students to take charge of their own exploration and learning. 

Central to Mendez’s approach is cultivating student-led learning. She emphasizes allowing students’ interests to shape the curriculum, stating, “Let students join into the curriculum. Let their interest really influence how the day’s [going to] go.” For instance, if students show interest in leaves collected during walks, she integrates these into math and art lessons, demonstrating how everyday observations can enrich the educational experience. This student-centered approach flips traditional power dynamics by placing students at the helm of their own learning. 

Similarly, Chi Baik, a second-year Ph.D. student in Special Education and a teaching assistant for Meeker’s course, observed the transformative effects of this approach. Baik recalls, “One student had a preschool-age son and tried out some activities with him. She was amazed at how much he knew, including words she didn’t even know he knew. Instead of redirecting him, she followed his lead and discovered new things about him.” This reflection highlights how student-led, play-based practice can deepen connections between educators and students, demonstrating the profound impact of allowing students to guide their own educational experiences. 

A notable project from the Learning Studio featured a collaborative movement-based activity using various materials. Baik documented the process and reflections, observing that students developed a heightened awareness of inclusivity. The Learning Studio participants reported becoming more attuned to the diverse learning styles of their own students, recognizing whether they are visual or auditory learners and adjusting their methods accordingly.  

In her classroom, Mendez applies these insights by addressing diverse learning styles. She adapts her methods to incorporate tactile, visual, and auditory elements. For instance, she describes a student who closed their eyes to focus on surrounding sounds, demonstrating her responsiveness to varied learning needs and her dedication to cultivating an inclusive setting. 

What I have enjoyed the most about my class and building play as a pedagogical approach with adults is seeing them encountering the content and each other in different ways. They are problem-solving, negotiating, collaborating, talking about themselves and their histories.

The power of play 

The Learning Studio’s emphasis on play represents a significant shift in educational philosophy. Rather than adhering to traditional methods, this approach centers creativity, exploration, and collaboration as fundamental elements of effective teaching. By establishing a space where both educators and students can experiment, take risks, and explore new ideas, play-based methods offer a refreshing alternative to conventional methods. 

This shift is particularly crucial for addressing issues like Research indicates that students in compared to those in traditional lecture-based settings. 

Baik observed a notable change in educators’ attitudes as a result of the Learning Studio’s methods. Initially, educators often start with uncertainty and hesitation, unsure of how to engage with new materials or innovative practices. However, as they engage in hands-on activities and collaborate with their peers, their attitudes shift markedly. Baik notes, “There was an energy shift when they first came to class versus after [participating in] Kathleen’s activities.” This change reflects not only increased enthusiasm but a deeper, more confident engagement with the learning process. Educators become more willing to experiment and reflect on their practices, leading to more energetic and open interactions. Baik found it inspiring to witness how this newfound confidence cultivated a more vibrant and collaborative atmosphere among the participants. 

Meeker’s play-based approach addresses the limitations of traditional teaching by making learning more versatile and engaging. “What I have enjoyed the most about my class and building play as a pedagogical approach with adults is seeing them encountering the content and each other in different ways. They are problem-solving, negotiating, collaborating, talking about themselves and their histories,” Meeker shares.  

Embracing risk and uncertainty 

Adopting play-based practice involves more than just introducing new activities; it requires educators to embrace the uncertainty and risks associated with creative experimentation. Meeker acknowledges the challenges of this transition, noting, “Starting with play-based methods can be daunting because it requires letting go of some control and embracing uncertainty.” Despite these challenges, Meeker emphasizes the importance of establishing a supportive space where educators feel safe to experiment and take risks. 

The Learning Studio’s methodology represents a response to the limitations of traditional teaching methods. By integrating play into educational practices, Meeker aims to create a more dynamic and immersive learning space. Her enthusiasm for this approach is evident as she expresses, “I love that the class puts me on the spot in a different way. I can plan the overall structure, but then I learn a lot in real time about what participants take away from the observations and prompts I set up. It’s really active, and it’s not a lecture by any means. It’s really, really fun.” 

Working with families of color has revealed many systemic issues. Although it's hard to change the whole system alone, making a classroom that respects and values diverse backgrounds is an important start.

A vision of inclusivity and creativity 

Looking ahead, Meeker envisions expanding these play-based approaches beyond early childhood education. “I’m really excited about the potential for these approaches to transform other areas of education,” she notes. Her vision is part of a larger movement toward and , aiming to create more equitable and immersive learning experiences. 

Mendez’s contributions align with this vision. Her dedication to inclusivity and responsiveness in the classroom reflects Meeker’s philosophy, creating spaces where diverse backgrounds are honored and respected. Reflecting on her experiences, Noemi explains, “Growing up in a predominantly white neighborhood, I often felt that the curriculum did not reflect my identity as a Mexican American. This lack of representation made it clear to me how important it is to create windows and mirrors in the curriculum where students of color feel seen and respected.” 

In her classroom, Mendez applies this philosophy through play-based methods, engaging students and their families in meaningful ways. She acknowledges the challenge of addressing systemic issues but emphasizes, “Working with families of color has revealed many systemic issues. Although it's hard to change the whole system alone, making a classroom that respects and values diverse backgrounds is an important start.” Her approach demonstrates how play-based and reflective practices can address broader systemic issues, fostering a learning atmosphere that values diversity and responsiveness. 

As Mendez prepares for her new role as Early Childhood Special Education teacher at Martin Luther King Jr. Elementary School, she remains committed to applying the creative and inclusive strategies developed through the Learning Studio. Despite the broader systemic challenges in education, her approach demonstrates how integrating creativity, and inclusivity can reshape teaching and learning, offering an expansive vision for the future of education. 

Envisioning the future of dynamic teaching 

The Learning Studio exemplifies the catalytic potential of creativity and flexibility in teaching. It provides a hopeful vision for the future of education — one where play-based methods and reflective approaches are central to creating adaptive, supportive, and equitable learning environments. By integrating creativity and play into instructional techniques, the Learning Studio not only refines how educators teach but also celebrates the diverse experiences of all students. 

 Meeker captures this potential perfectly when she reflects, “What I get excited about is thinking about how I can take what I've learned from teaching this class and how much I feel like this play-based approach has kind of changed me and my knowledge of the students.” This sentiment underscores the profound impact that embracing creativity and play can have on both educators and students, highlighting the shift from traditional methods to a more dynamic and interactive model.  

As Meeker observes, “I feel like my relationships are stronger. I feel like I know my students better. I feel like I have a deeper connection.” This reflection highlights the deeper, more authentic connections that can be established through a creative and engaging approach. The Learning Studio’s methodology enriches the way educators interact with students and enhances their overall experiences.  

By fostering environments where students can explore, express, and engage with their world in meaningful ways, the Learning Studio envisions a future where educational experiences are more stimulating and reflective of diverse student identities. Meeker highlights the potential for educational practices to evolve in ways that truly support and inspire every learner, saying, “It’s exciting to see students learning and to imagine how this approach could be applied in different contexts.”