UNL Virtual Lecture Series - Dr. Muntazar Monsur
Holly Hatton
Author
03/25/2024
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8
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Description
We're back with more from our virtual lecture series: Supporting Optimal Development Through Healthy Environments. This series is brought to you by the UNL Grand Challenges Planning Grant: Advancing Cutting Edge Research and Practices to Increase Access and Use of Green Space and Outdoor Play in Early Childhood Settings and organized by a cross-disciplinary group of cognitive, developmental, architecture, and design researchers. The purpose of this series is to educate our research community about emerging ideas and findings for how different aspects of the physical environment may shape development. We will be hosting researchers throughout the semester, and you can find our current schedule below. Dr. Monsur is an Assistant Professor of Landscape Architecture at Texas Tech University. His research
centers advancing children’s health, well-being, happiness, and learning by creating environments that
support play, interactions, curiosity, and creativity. Additional work and teaching efforts include
researching the capacity of natural environments to promote informal STEM learning during
early/middle childhood and transforming learning environments in schools, preschools, and childcare
centers to enhance children’s interactions with nature. He is the lead investigator of the DoLA
Extended Reality Lab; a center for exploring effective applications of Extended Reality tools (Virtual,
Augmented, and Mixed Reality) for advancing landscape architecture education and research.
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- [00:00:00.000]For joining us who are here.
- [00:00:01.890]This is our second speaker of this series.
- [00:00:05.040]Super excited to have them.
- [00:00:08.820]And so I will turn it over to Kendra in a moment
- [00:00:11.820]just to give a nice introduction to Dr. Monsur,
- [00:00:18.840]but I just wanted to mention that roadmap moving forward.
- [00:00:22.770]So our next speaker, I believe is February,
- [00:00:27.300]excuse me, March 6th.
- [00:00:29.160]And that's Dr. Peter Khan from the University of Washington.
- [00:00:33.480]And next Wednesday the 28th,
- [00:00:36.240]we will have our standard team meeting
- [00:00:39.510]where I'm sure we'll be discussing our letter of intent
- [00:00:42.840]for the catalyst proposal, which is due the following day.
- [00:00:47.730]Anne do you know any other updates
- [00:00:50.040]you can think of that we might wanna touch base on now?
- [00:00:55.440]Not right now.
- [00:00:57.480]Okay. All right. Thank you guys.
- [00:00:59.310]And I'll turn it over to Sarah.
- [00:01:02.820]Yeah. Hi. Welcome everyone.
- [00:01:04.170]We're so happy to have Dr. Monsur
- [00:01:06.150]as part of our lecture series.
- [00:01:07.800]He's an Assistant Professor,
- [00:01:09.390]almost an Associate Professor at Texas Tech University.
- [00:01:13.380]He's part of the Department of Landscape architecture
- [00:01:16.020]in which he specializes in designing environments
- [00:01:18.930]that promote children's health, wellbeing and learning
- [00:01:22.110]through play and interaction.
- [00:01:24.030]He's the leader of the DoLA,
- [00:01:26.190]I hope I pronounced that right.
- [00:01:27.780]XR lab, which focuses on the use
- [00:01:30.240]of extended reality technologies
- [00:01:32.520]and landscape architecture,
- [00:01:34.110]both in terms of incorporating research and education.
- [00:01:38.010]He has got amazing grants totalling over 1.7 million.
- [00:01:41.940]He works on projects enhancing children's environments
- [00:01:44.850]and education through immersive experience.
- [00:01:47.790]Dr. Monsur is also skilled in distance education
- [00:01:51.000]and online course development.
- [00:01:52.980]Prior to joining Texas Tech,
- [00:01:54.480]he worked at North Carolina State University's
- [00:01:57.330]Natural Learning Initiative as well as Bangladesh University
- [00:02:00.810]of Engineering and Technology.
- [00:02:02.700]He holds a doctoral degree in design from North Carolina
- [00:02:05.760]State University and received numerous awards including
- [00:02:08.850]the President's Emerging Engaged Scholarship awards.
- [00:02:12.720]We are really looking forward to your presentation entitled,
- [00:02:16.320]Translating Children's Developmental Needs
- [00:02:18.300]to Designing Effective Early Childhood Outdoor Environments.
- [00:02:21.420]So welcome Dr. Monsur.
- [00:02:25.144]Thank you so much Sarah.
- [00:02:27.150]So that's a really nice introduction,
- [00:02:30.240]so just jump right into my presentation.
- [00:02:34.358]I'm so grateful to be invited and got so excited
- [00:02:37.320]that I put a lot of slides and then was working to reduce
- [00:02:42.690]that over the past two days.
- [00:02:46.020]So at Texas Tech I teach
- [00:02:48.060]in the Department of Landscape Architecture.
- [00:02:51.390]And I kind of see my teaching research and outreach
- [00:02:56.130]connected to each other.
- [00:02:57.390]And they're all towards a single goal
- [00:03:01.380]that is creating engaging nature-based healthy
- [00:03:05.970]Outdoor environments for children.
- [00:03:08.220]So my lecture is Translating children's Developmental Needs
- [00:03:11.310]to Designing Effective Early Childhood Outdoor Environments.
- [00:03:16.440]So since we are talking about effective early childhood
- [00:03:20.910]outdoor environments, I want to touch base a little bit
- [00:03:24.990]about what we mean by that.
- [00:03:28.680]The four characteristics I feel that are really important
- [00:03:33.420]for an effective outdoor environment for children
- [00:03:36.390]that young, it needs to foster all developmental domains.
- [00:03:41.550]There's a lot of emphasize on physical development
- [00:03:44.550]of children, but we should never forget
- [00:03:47.970]that physical development is part of several
- [00:03:52.200]developmental domains of young children.
- [00:03:55.590]We need to create environment that promotes interaction
- [00:03:58.650]with nature.
- [00:03:59.760]Now it's so well established that nature
- [00:04:02.520]brings lots of benefits to making sure
- [00:04:07.170]that an environment will produce or advance
- [00:04:11.100]children's interaction with nature is important.
- [00:04:14.970]A place for all children promotes different types of play.
- [00:04:18.960]Children are different.
- [00:04:20.880]Their play and learning needs are different.
- [00:04:24.090]So an environment needs to have that diversity
- [00:04:28.710]or diverse affordances to allow all children
- [00:04:31.890]to be part of that environment.
- [00:04:35.923]It needs to promote informal early learning behaviors.
- [00:04:39.600]Behaviors such as curiosity, exploration, conversations.
- [00:04:44.430]Often we see an outdoor environment
- [00:04:46.080]mostly for physical activity and play,
- [00:04:48.870]but it is so important that at that age children learn
- [00:04:53.430]from their surrounding environment.
- [00:04:56.160]So we should not limit the outdoor environment
- [00:04:58.440]just for play and physical development.
- [00:05:00.990]We should also consider its potential to advance
- [00:05:05.910]early learning behaviors.
- [00:05:08.400]And today I'm going to talk about the need
- [00:05:12.480]for that kind of effective environment.
- [00:05:17.790]How do we design them?
- [00:05:19.170]As an educator, I'm mostly going to talk about
- [00:05:21.810]how we teach our students to design them.
- [00:05:26.100]How do we research and measure them?
- [00:05:28.830]If I have time, I'm also going to touch base
- [00:05:31.470]about a little bit, how do we promote them.
- [00:05:34.380]We need a culture that creates this kind of environment.
- [00:05:39.930]Right now we do not have that.
- [00:05:42.360]So I'm going to talk a little bit about that as well.
- [00:05:46.710]On the why question, I always start with a whole child
- [00:05:51.300]approach of child development,
- [00:05:53.520]A whole child approach, I really like the term
- [00:05:56.130]because it's talking all aspects of development,
- [00:06:00.720]their social, cognitive, physical, emotional needs
- [00:06:05.310]of children, but their also needs of empathic, expression,
- [00:06:10.080]identity and awareness.
- [00:06:12.900]When we compare this wheel with the benefits of nature,
- [00:06:18.630]it's kind of a no-brainer that a whole child
- [00:06:22.410]development approach can be achieved
- [00:06:26.250]or can be advanced if you bring a lot of nature experience
- [00:06:30.630]to children's everyday experience.
- [00:06:32.820]On the hillside, it's proven by research that exposure
- [00:06:37.980]to nature reduces myopia, reduces stress and ADD,
- [00:06:42.240]improves nutrition, it supports physical activity.
- [00:06:45.840]On the cognitive side, it's nurtures empathy,
- [00:06:48.240]supports creativity, improves social behaviors,
- [00:06:51.990]enhances cognitive abilities.
- [00:06:53.730]So looking these two wheels side by side
- [00:06:59.650]really helps us to understand why an early childhood
- [00:07:04.410]environment needs to include nature
- [00:07:08.340]and needs to include all aspects of development.
- [00:07:14.070]When we look into the numbers,
- [00:07:15.690]more than 21 million children, age zero to five
- [00:07:20.220]attends 188,000 care facilities.
- [00:07:24.000]And this is including numbers of licensed childcare center
- [00:07:27.000]and family care homes.
- [00:07:28.920]So for a long time I was talking about only licensed
- [00:07:31.530]childcare centers,
- [00:07:33.210]but when I look into the numbers, it's almost equal numbers.
- [00:07:36.990]So there are like 12 million children
- [00:07:38.700]in licensed care facilities.
- [00:07:41.040]So there's almost 11, sorry, nine million children
- [00:07:47.070]in family care homes.
- [00:07:49.770]There are 188,000 care facilities.
- [00:07:53.610]It's almost 50/50 childcare centers and family care homes.
- [00:07:59.520]And I know that Rebecca already presented here.
- [00:08:03.210]So I worked with her and I was fortunate to visit
- [00:08:07.260]some family care homes in Denver and I really understood
- [00:08:12.540]that they're contributing equally to this population
- [00:08:17.190]and are very important facilities.
- [00:08:19.590]They also have outdoor environments.
- [00:08:21.090]So that's a large number.
- [00:08:25.290]And when we talk about the long-term impacts
- [00:08:27.630]of childcare environment, there's a lot of research
- [00:08:31.680]that looked into what happens when children attend
- [00:08:35.430]quality childcare and how that impact their long-term life.
- [00:08:40.380]So healthy behaviors, physical activity
- [00:08:44.040]and healthy leading behaviors that children learn
- [00:08:47.250]at that age pretty much stay with them
- [00:08:51.630]over a longer term.
- [00:08:53.490]Childcare quality is directly connected
- [00:08:56.490]with school readiness it's a very important time
- [00:09:00.600]to learn about their social emotional behaviors, empathy.
- [00:09:06.720]And what I'm particularly interested nowadays
- [00:09:10.080]is how exposure to nature can promote their curiosity
- [00:09:17.880]in science, technology, engineering and math.
- [00:09:20.610]And how preschool STEM is actually connected
- [00:09:25.350]with their long-term STEM careers.
- [00:09:28.740]So childcare is a time for mostly zero to five years of age,
- [00:09:35.730]but if we think about the long-term aspects of it,
- [00:09:39.900]we can really see the value of improving
- [00:09:45.090]the childcare environment.
- [00:09:48.570]So how do we design them?
- [00:09:50.460]Here I'm also going to talk about how do we teach others
- [00:09:54.900]to design them.
- [00:09:56.070]I mean, how do we inspire students
- [00:09:58.500]to design such environment?
- [00:10:00.840]I always start my classes where I want student to learn
- [00:10:06.840]to design children's environment with observation.
- [00:10:09.990]So we have the childcare design, CDRC,
- [00:10:19.050]I'm forgetting their abbreviation,
- [00:10:20.700]but we have a lab childcare center called the CDRC
- [00:10:24.150]and they have this amazing rooms
- [00:10:26.010]between two children's classrooms with one-sided mirror.
- [00:10:31.440]So I take my students there on the first day of class.
- [00:10:35.640]So it's an opportunity for them to observe children,
- [00:10:39.780]although this is indoor environment,
- [00:10:42.180]but observing children over time, 30 minutes, 40 minutes,
- [00:10:46.530]it's really eye-opening and we all were children
- [00:10:50.430]but not all of us remember how behaviors
- [00:10:55.650]are very different over the different phases of development.
- [00:11:01.980]And the projects that we do in undergrad studios.
- [00:11:06.270]We use recycled materials to create play experience.
- [00:11:11.130]And here the goal is to focus on behavior
- [00:11:15.570]rather than just trying to create something cool
- [00:11:18.150]or very beautiful.
- [00:11:20.520]So that's another really important learning
- [00:11:23.940]I believe that design something that would promote
- [00:11:28.650]behavioral outcomes.
- [00:11:30.480]It doesn't have to be pretty,
- [00:11:33.300]but does it create interaction?
- [00:11:35.370]So the success of the project depends on how much children
- [00:11:39.090]interacts with that play structure.
- [00:11:42.030]And usually everything gets destroyed (chuckles)
- [00:11:45.780]like within first two hours.
- [00:11:48.960]But here this picture is really interesting
- [00:11:51.540]because you see the students on the background
- [00:11:54.600]and they're observing behavior, taking notes,
- [00:11:57.840]and here children are playing on the foreground.
- [00:12:01.170]So it is very eyeopening for designers to design something
- [00:12:06.000]and then see that being used by real users.
- [00:12:10.239]'Cause that doesn't happen a lot when you're a student.
- [00:12:13.890]But it's fascinating because you would think something
- [00:12:17.490]for children but they would use it
- [00:12:20.550]in a completely different way.
- [00:12:23.010]In many interesting and many unexpected ways
- [00:12:28.530]of interaction will happen and which I feel
- [00:12:32.700]like a fascinating learning experience
- [00:12:35.250]for undergraduate landscape students.
- [00:12:39.450]The two theories that we focus a lot on teaching
- [00:12:45.420]is the Theory of Affordances and originated by JJ Gibson.
- [00:12:52.320]And the actual theory, it's so complex,
- [00:12:54.780]I don't wanna talk too much about it
- [00:12:57.660]in front of real developmental psychologist,
- [00:13:01.650]but the more easier version of the theory of evidence
- [00:13:08.040]that we use, and surprisingly it comes from a UX researcher
- [00:13:13.186]"An affordance is a relationship between the properties
- [00:13:15.690]of an object and the capabilities of the agent
- [00:13:18.630]to determine just how the object could possibly be used."
- [00:13:22.410]So looking into an environment or an element or a landscape,
- [00:13:29.370]not just for what it is but from the point of view
- [00:13:33.270]of what the user is capable of using that environment
- [00:13:38.550]is really important.
- [00:13:40.770]And the other concept is the theory of behavior setting
- [00:13:43.830]originated from Roger Barker's phenomenal work.
- [00:13:48.840]Behavior settings are small scale social systems
- [00:13:51.450]bounded by time place, composed of people
- [00:13:54.660]and physical objects.
- [00:13:55.920]As designer when we look into an environment,
- [00:13:58.770]we often see just the environmental properties,
- [00:14:01.350]the dimension, color, texture, material, plants.
- [00:14:06.480]But it's really important to think of a behavioral setting
- [00:14:11.130]to look into an environment and understand
- [00:14:13.290]that the behavior setting
- [00:14:14.970]is not just made of the physical properties
- [00:14:18.180]of that environment.
- [00:14:19.710]People and objects are primary components.
- [00:14:21.750]People are the most malleable part of the behavior setting
- [00:14:25.620]and are essential to its existence.
- [00:14:28.950]And when I was in North Carolina State University
- [00:14:32.580]as a postdoc, we worked to create two short videos
- [00:14:38.610]and I think it's a good opportunity
- [00:14:41.910]to share the video of our definition
- [00:14:45.690]of affordance and behavior settings.
- [00:14:53.882]Affordance is a perceptional relationship
- [00:14:56.190]between functional properties of environments
- [00:14:58.740]and skills of individual users.
- [00:15:01.290]The simple design of this chair offers different affordances
- [00:15:04.230]to different individuals.
- [00:15:06.900]Exploring environments and learning affordances
- [00:15:09.060]begins very early in life.
- [00:15:11.220]Look at young Bennett, having just learned to walk.
- [00:15:14.370]He's still learning how his body allows him
- [00:15:16.440]to interact with the world around him.
- [00:15:19.800]For him, the chair is climbable.
- [00:15:24.060]And because of his smaller size it allows him
- [00:15:26.640]to hide and crawl beneath it.
- [00:15:31.200]Whoops.
- [00:15:36.120]A young adult like Muntazer may not be able to crawl
- [00:15:39.000]beneath this chair, but for him it is standable,
- [00:15:42.270]affording him the possibility of changing a light bulb.
- [00:15:53.220]For this professor the chair is sitable,
- [00:15:56.070]providing a familiar resting place for reading.
- [00:16:04.770]Behavior settings are bounded areas in space and time
- [00:16:08.760]and offer multiple affordances
- [00:16:10.500]that when perceived support particular behaviors,
- [00:16:13.860]this outdoor classroom provides an area
- [00:16:16.080]that can afford different behaviors during the day.
- [00:16:19.920]This morning, while it's empty,
- [00:16:21.780]Bennett is able to expand his climbing skills
- [00:16:23.880]previously learned on the chair.
- [00:16:26.370]He has read the steps as climbable
- [00:16:27.930]and is tall enough to do that on his own.
- [00:16:30.773](gentle guitar music)
- [00:16:34.950]Most likely the designers did not consider
- [00:16:37.020]this additional use.
- [00:16:39.383](gentle guitar music)
- [00:16:45.690]Later that morning a class meets in the area.
- [00:16:49.020]The steps that were just climbed upon now provide
- [00:16:51.720]rake seating for students to listen to their professor.
- [00:16:55.530]For the next hour, it is easily perceived
- [00:16:57.810]as a seminar setting and behaviors within the space
- [00:17:00.510]are conducted as such.
- [00:17:04.860]As the lecture ends, it's time for lunch.
- [00:17:07.770]The area is no longer read as a classroom
- [00:17:10.530]but as a social area for everyone to enjoy
- [00:17:12.720]each other's company and eat.
- [00:17:18.240]The young ones have become restless.
- [00:17:20.430]They run off towards the lawn
- [00:17:21.750]next to where everyone is socializing.
- [00:17:24.360]The kids now enjoy a separate behavior setting.
- [00:17:27.390]One that affords running and exploration.
- [00:17:29.760]Behavior not appropriate where the others
- [00:17:31.560]are eating and talking.
- [00:17:36.180]If you look closely around you, you'll begin to see
- [00:17:38.730]how affordance and behavior settings affect the ways
- [00:17:41.670]in which we interact with our surroundings and each other.
- [00:17:50.134]It brings back so many memories of NC state university.
- [00:17:53.850]All actors and actresses in that lab.
- [00:17:57.810]So the other aspect that I teach my students a lot
- [00:18:04.027]and a great starting point is CDC's,
- [00:18:05.820]early development milestones.
- [00:18:08.010]So what do we expect as milestone development
- [00:18:12.180]for the different age group of children?
- [00:18:17.070]What happens?
- [00:18:18.870]What's the first behavior that happens in this age range
- [00:18:24.330]what are the kind of different activities or milestones
- [00:18:29.490]in these ages?
- [00:18:30.360]I think this is helpful for students to understand
- [00:18:35.520]their user group.
- [00:18:36.990]So I'm talking about the preschool age group here.
- [00:18:41.310]And of course Jean Piaget's theory, the basic of it.
- [00:18:46.410]I don't have the scope to go very in depth in these things
- [00:18:51.480]for my students, but it's really important
- [00:18:54.930]to understand the bigger philosophy of it.
- [00:18:58.200]That children see world in a very different ways
- [00:19:01.770]and they build up their knowledge about the world
- [00:19:04.470]from the surrounding environment.
- [00:19:06.480]And the best way to understand children's reasoning
- [00:19:09.420]is to see things from their point of view.
- [00:19:13.350]And we try to summarize this learning into specific
- [00:19:22.950]developmental domains.
- [00:19:24.450]And this can be debatable.
- [00:19:26.280]I mean it's not easy to define developmental domains
- [00:19:33.960]considering that there could be so many.
- [00:19:36.330]So it is not like concrete that I'm saying
- [00:19:40.230]that there's only these five developmental domains
- [00:19:43.860]for the preschool age children,
- [00:19:46.380]but we can definitely think of most of the development
- [00:19:50.970]that happens under these five umbrellas,
- [00:19:54.900]physical and gross motor development.
- [00:19:57.450]Social and emotional development.
- [00:19:59.370]Cognitive and fine motor development.
- [00:20:01.800]Communication and language development
- [00:20:03.900]and sensory development.
- [00:20:05.970]So we give our students kind of this list of possible
- [00:20:12.060]behavior settings under each of these developmental domains.
- [00:20:16.380]This creates a very nice framework for students.
- [00:20:20.040]It is not like a complete list, it's kind of a tentative
- [00:20:25.140]list of settings that may fall under each of these domains.
- [00:20:30.630]So for physical we can think about pathways, play structure,
- [00:20:35.100]topography and land form, multipurpose lawn,
- [00:20:38.550]fruit and vegetable garden,
- [00:20:40.230]all connected with physical development.
- [00:20:43.290]Under social and emotional development,
- [00:20:46.410]we can think about small gathering places,
- [00:20:49.530]resting and nap areas, natural areas for healing
- [00:20:52.770]and relaxation.
- [00:20:54.900]For cognitive and fine motors, loose parts play
- [00:20:57.210]is really important.
- [00:20:58.680]And also construction play.
- [00:21:00.450]So having behavioral setting that affords
- [00:21:03.540]those behaviors is important.
- [00:21:05.730]For communication and language development.
- [00:21:07.500]We can think about pollinator and wildlife garden,
- [00:21:10.410]art zone, small stage that promotes pretend play,
- [00:21:16.260]outdoor library, classroom.
- [00:21:18.750]And for sensory developments,
- [00:21:20.130]sand and water play, modern art, digging pit,
- [00:21:22.740]sensory pathway, sensory garden, music zone.
- [00:21:26.310]And it's not like exclusive
- [00:21:29.070]to each of these developmental domain.
- [00:21:30.990]I mean for example, sand and water play often
- [00:21:33.300]is considered loose parts play.
- [00:21:36.270]So there could be overlaps in this.
- [00:21:41.460]And when we talk about each of this component,
- [00:21:44.610]we talk about design ideas.
- [00:21:46.890]So pathways are very important for the preschool age.
- [00:21:49.620]I mean over and over research has shown
- [00:21:51.660]that if you just build a concrete pathway in outdoor
- [00:21:55.350]environment, it immediately increases physical activity
- [00:21:59.910]because it creates, it affords movement,
- [00:22:03.570]it affords children to run, to trike,
- [00:22:07.590]to walk to different places.
- [00:22:10.200]But what could make the pathway more interesting?
- [00:22:13.650]Can it also promote pretend play?
- [00:22:16.290]So different colors and signage or street
- [00:22:20.940]or pedestrian sign or indication color.
- [00:22:25.890]This brings a whole nother dimension to the pathway.
- [00:22:29.130]So it's not just for movement, it is also for pretend play.
- [00:22:33.960]Also about learning what happens on crosswork,
- [00:22:37.200]what's a stop sign.
- [00:22:39.030]So there are endless possibilities
- [00:22:41.250]within the design of the pathway.
- [00:22:45.270]For play structure, again we talk about diversity.
- [00:22:49.680]Does the play structure promotes all different kinds
- [00:22:54.300]of physical activity that are possible balancing, climbing,
- [00:22:57.660]crawling, rocking, sliding, spinning,
- [00:23:00.150]swinging and upper body.
- [00:23:02.250]This comes from a work that we've been involved
- [00:23:05.670]with a play structure company called Play Core.
- [00:23:09.090]And they want to develop a evaluation tool for measuring
- [00:23:13.410]the play value of the play structure.
- [00:23:15.720]So we talk about the quantity, variety, social aspects
- [00:23:21.090]of these different play affordances,
- [00:23:24.420]sensory and challenge levels.
- [00:23:28.440]And we also talk about bringing natural elements
- [00:23:33.150]to fulfill some of this physical play activity
- [00:23:36.960]needs of children.
- [00:23:38.520]So this picture is from a school,
- [00:23:40.753]a really fascinating school in San Antonio, Texas.
- [00:23:44.130]It's called a zoo school.
- [00:23:46.080]It's just beside the Will Smith Zoo.
- [00:23:49.830]And it's exciting because the whole outdoor environment
- [00:23:53.640]is very nature based and also children spend
- [00:23:57.540]80% of their daytime outside.
- [00:23:59.640]So it was very unique opportunity to visit the school
- [00:24:03.450]and see how children spend the day, almost the entire day
- [00:24:07.710]outdoor and how they interact with nature.
- [00:24:11.040]But here we can see that just a unique form of branch
- [00:24:16.950]can become a play structure for climbing or balancing,
- [00:24:22.110]but of course you have to take into consideration
- [00:24:25.050]and the requirements of licensing and safety use zone.
- [00:24:30.030]But the possibility of bringing some nature
- [00:24:34.620]in the physical play is also exciting.
- [00:24:38.550]Social and emotional development, having a resting
- [00:24:41.520]or nap area as a transitional space
- [00:24:43.860]between the indoor and outdoor can provide a very exciting
- [00:24:48.720]quality of space and affords many behaviors
- [00:24:51.210]that are not completely possible outdoor or indoor.
- [00:24:54.960]That was my whole PhD dissertation looking into transitional
- [00:24:59.160]space between the indoor and outdoor.
- [00:25:01.680]So this is a small transitional space that we designed.
- [00:25:05.670]When I was a postdoc in North Carolina,
- [00:25:07.590]I had a really small grant and one day
- [00:25:11.850]before coming to Texas I was there to collect some data
- [00:25:15.150]and saw children having a nap time outdoor.
- [00:25:19.260]And that was really exciting to see.
- [00:25:21.750]We use transparent, colorful stickers
- [00:25:26.310]to create colorful shadows to inspire imagination
- [00:25:32.160]or enhance their imagination.
- [00:25:36.480]Loose parts play is really important.
- [00:25:38.400]As designers, we often see the environment as more permanent
- [00:25:43.260]and stable environment and we talk about design aspects
- [00:25:47.550]that we are drawing on CAD and trying to design
- [00:25:53.880]more fixed items.
- [00:25:55.890]But the value of loose play items is also critical,
- [00:26:01.080]is important for us to or my students to understand
- [00:26:04.740]that yes, you have to accommodate spaces
- [00:26:10.350]where children can interact and change the environment.
- [00:26:14.760]So loose parts play gives this amazing opportunity
- [00:26:17.070]to children to change the physical environment,
- [00:26:21.330]to become their own designer of their environments.
- [00:26:25.590]And the interaction that happens both with natural
- [00:26:29.790]and manmade materials is important.
- [00:26:35.190]And when we think about loose parts,
- [00:26:38.430]we have to think about multiple affordances.
- [00:26:41.910]So when I was in the zoo school,
- [00:26:43.980]I saw this bent plywood piece and I didn't know much
- [00:26:48.990]about what it does, but when I observed children
- [00:26:52.470]there the whole day, it has so many different affordances.
- [00:26:57.480]Children were using it for balancing,
- [00:27:00.510]they were putting it as a climber.
- [00:27:02.880]Two little kids were using it as a seesaw,
- [00:27:06.330]they were using it as a bridge to play with the toy cars
- [00:27:10.560]creating terrains.
- [00:27:12.480]It was fascinating to see what happens
- [00:27:16.350]with a bent piece of plywood.
- [00:27:18.900]and I found that in Amazon and whenever I got a chance
- [00:27:23.190]to experiment, this is on my list.
- [00:27:27.810]Top priority list of loose parts play materials,
- [00:27:30.960]this bent piece of plywood.
- [00:27:34.230]Sand and water play, again, imagination is important.
- [00:27:38.430]Sand and water play should be designed
- [00:27:41.040]to make it interactive.
- [00:27:42.540]Going back to the zoo school,
- [00:27:44.280]they have this really cool water play feature
- [00:27:47.760]made out of bamboos, but there is a very interesting aspect
- [00:27:51.960]of this design.
- [00:27:53.040]It's not shown in this photo,
- [00:27:55.290]but it needs two children to play effectively.
- [00:27:59.520]So one needs to operate the device so there's water.
- [00:28:05.130]So it's a pull button that someone needs to hold
- [00:28:08.130]to allow water to come into these channels.
- [00:28:11.460]So it always promotes social behavior
- [00:28:15.300]because one kid would add in the water,
- [00:28:18.480]then the other will play with that water,
- [00:28:22.080]which I thought was fascinating to design in a way
- [00:28:27.750]that promotes social behavior.
- [00:28:31.740]So this list student can always go back to this list
- [00:28:35.580]and think about what they can add to their design.
- [00:28:39.897]And it's really great to see in undergraduate work
- [00:28:43.320]that this concept how they translate to students' design.
- [00:28:47.820]And we always talk about not just designing
- [00:28:51.330]but also creating infographics about what changes
- [00:28:56.040]your design bring to the environment.
- [00:28:58.740]So based on those developmental domains
- [00:29:01.290]and affordances, my students create these infographics
- [00:29:06.150]where they talk about what their design affords children.
- [00:29:11.400]So these are some of the undergraduate works
- [00:29:14.970]based on that kind of practice.
- [00:29:18.990]For the graduate level, I teach landscape for learning.
- [00:29:22.890]Which is a graduate studio, but here the focus is heavier
- [00:29:26.430]on research and research question.
- [00:29:29.460]So with them, we did a fascinating project
- [00:29:33.180]in the spring of 2023 is to look into children's environment
- [00:29:37.950]for below three age group, there's much research
- [00:29:42.840]or any information about what it should be
- [00:29:47.550]for below three age group of children,
- [00:29:50.010]what kind of outdoor environment is suitable,
- [00:29:53.010]what kind of outdoor nature experience is important
- [00:29:58.230]at that age group.
- [00:29:59.280]Below three is very specific.
- [00:30:02.130]So we did a lot of literature review to understand
- [00:30:06.540]what it means to design for the below three age group.
- [00:30:10.080]And we had to look for literature
- [00:30:13.230]beyond the design discipline.
- [00:30:15.240]So we looked into really good standard,
- [00:30:18.540]I think it's the California standards
- [00:30:20.760]for below three age groups design,
- [00:30:23.940]but mostly they talk about indoor environment
- [00:30:26.580]but you have good indication how that should translate
- [00:30:30.090]to the outdoor environment.
- [00:30:31.950]And this is done by graduate students
- [00:30:36.480]and here they're talking about each individual zone
- [00:30:41.370]and how they're connected with the behavioral needs
- [00:30:44.550]or developmental needs of below three age group.
- [00:30:49.800]And these are some of the visuals.
- [00:30:53.010]Another part of the training is to create authentic visuals
- [00:30:59.550]giving enough focus to each individual plant species.
- [00:31:05.250]And I tell my students that we are in West Texas
- [00:31:08.430]in the desert, semi-arid climate,
- [00:31:11.850]so our renders should not look like
- [00:31:13.520]that we are in North Carolina.
- [00:31:15.630]We have to be honest about the visuals that we produce.
- [00:31:21.150]And I think that shows in the work of the student
- [00:31:24.930]that there are not a lot of large trees.
- [00:31:27.480]It doesn't mean that we cannot create nature
- [00:31:29.730]experience for children.
- [00:31:31.350]Yes, trees are a very important piece of designing
- [00:31:36.990]the nature experience for children,
- [00:31:39.630]but even with a smaller plant palette
- [00:31:41.880]and can we still create reach and diverse nature-based
- [00:31:47.940]play and learning experience for children.
- [00:31:50.790]So these are some of the visuals by the graduate students.
- [00:31:55.020]What we did was also interesting.
- [00:31:56.910]We actually took our design to the actual places
- [00:32:02.040]and asked for feedback from caregivers and teachers.
- [00:32:08.148]And that was really great because teachers and caregivers
- [00:32:11.910]who spend their entire day with children
- [00:32:15.960]have very unique perspective.
- [00:32:18.450]So that interaction was helpful for students
- [00:32:21.150]to understand that okay, we have observed children,
- [00:32:24.740]we have done some surveys,
- [00:32:27.210]but what do teachers have to say about our designs
- [00:32:32.220]and ideas?
- [00:32:33.570]And they got some really wonderful feedback in the process.
- [00:32:38.730]At the graduate level one of my student is working
- [00:32:42.180]about the play value of plants and she won
- [00:32:46.260]the national ASLA Award last year
- [00:32:49.110]and the "Landscape Architecture," magazine
- [00:32:53.520]used one of her visuals to design their cover page.
- [00:32:59.790]And her research is really interesting.
- [00:33:04.170]She looks into plant species but define the play value
- [00:33:09.660]of each species from a early childhood perspective.
- [00:33:13.680]So often we look into plants from more about
- [00:33:17.640]the aesthetic properties of plants
- [00:33:19.650]or maybe their water tolerance or other things
- [00:33:24.210]gets priority.
- [00:33:25.410]But when it comes to designing or planting design
- [00:33:29.910]for early childhood environment,
- [00:33:31.950]there could be so many other fascinating aspects
- [00:33:35.100]like what kind of sensory experience
- [00:33:38.250]do you get from this plant?
- [00:33:40.140]Does this plant produce loose parts play materials?
- [00:33:44.160]So this is a range of play value that are possible.
- [00:33:48.540]And she created this plant cards which talks about
- [00:33:55.560]those unique characteristics of plant
- [00:34:01.782]The next question is how do we measure them?
- [00:34:04.650]And I talk a lot about the importance of measuring
- [00:34:10.020]both environment behavior together.
- [00:34:14.010]Because what happens is most of our measurement tools,
- [00:34:19.410]they're specific to either environment or behavior.
- [00:34:23.640]So you have a lot of tools for understanding an environment,
- [00:34:28.920]just the environment, a rating scale for the environment.
- [00:34:32.160]And then there are measurement tools to understand behavior.
- [00:34:35.730]But for our research I think it's really important
- [00:34:38.160]to understand where the behavior happens.
- [00:34:41.460]So we need a tool that talks about both
- [00:34:48.540]that is looking into behavior
- [00:34:51.150]in their environmental context.
- [00:34:53.850]So this en environment behavior mapping
- [00:34:56.310]is a technique that we use a lot.
- [00:34:59.220]And again, a short video from my NC State days
- [00:35:02.370]would be helpful to understand the basic concept of it.
- [00:35:08.671](upbeat music)
- [00:35:18.480]Recognizing how our design choices can encourage
- [00:35:21.150]certain actions and behaviors allows us to think
- [00:35:24.270]past our aesthetics and into how that environment
- [00:35:26.970]is actually used by those in it.
- [00:35:29.880]By carefully observing an area we can find ways
- [00:35:32.880]to improve the use of space and more importantly
- [00:35:35.880]provide guidance to generate more positive
- [00:35:38.610]behavioral outcomes.
- [00:35:41.310]In order to see what can be improved,
- [00:35:43.500]we actually need to see what we already have.
- [00:35:46.410]And that's where behavior mapping comes in.
- [00:35:49.500]Behavior mapping is observing and collecting data
- [00:35:52.590]about what happens in a location.
- [00:35:55.380]More specifically we're looking at the behavior patterns
- [00:35:58.350]of those in that area.
- [00:36:01.050]There are apps you can use these days,
- [00:36:03.210]but today we're gonna stick with good old pen and paper.
- [00:36:06.540]First we'll need a partner.
- [00:36:08.460]We have our chart listing the behavior attributes,
- [00:36:11.640]a map to pinpoint the location of those behaviors.
- [00:36:14.670]And also something to note the time of the observation.
- [00:36:18.120]Bring a camera too in order to document the areas
- [00:36:20.940]that you're observing.
- [00:36:22.890]Looking at a map of the plaza,
- [00:36:25.170]we're going to split this area into four zones.
- [00:36:28.860]We can use the walls and corners
- [00:36:31.140]of the surrounding buildings and the boundaries
- [00:36:34.200]of the existing wall.
- [00:36:36.300]We can also use the street cutting through
- [00:36:38.850]to delineate the borders of these zones.
- [00:36:43.320]The observation zones are also going to dictate
- [00:36:46.020]where you start the mapping.
- [00:36:47.820]Observer one will start in zone one while observer two
- [00:36:51.930]goes to whatever constitutes the farthest opposite zone.
- [00:36:55.710]Since the zones are numbered,
- [00:36:57.390]this usually means somewhere near the middle of the numbers.
- [00:37:00.720]For example, if we had 12 zones,
- [00:37:03.660]the second observer would begin in zone seven.
- [00:37:06.870]Since we've decided on four zones for this plaza,
- [00:37:10.290]the second observer will start their cycle in zone three.
- [00:37:15.210]Okay, so we're gonna give it a go.
- [00:37:16.980]Now we have to start at the same time.
- [00:37:18.570]So I'm gonna give my partner the signal and we'll begin.
- [00:37:22.680]We start from the left corner of our observation zone
- [00:37:25.530]and then rotate to the right.
- [00:37:27.390]Once we spot our first observation,
- [00:37:29.460]stop and record that behavior data,
- [00:37:31.980]then continue the rotation
- [00:37:33.540]until you've covered the entire zone.
- [00:37:36.684](upbeat music)
- [00:37:43.410]Since people may be continuously moving through an area
- [00:37:46.710]we may not get everyone that passes through.
- [00:37:49.830]We'll cover this area again
- [00:37:51.360]when we start our next complete round.
- [00:37:55.620]Also remember we're recording behaviors, not the people.
- [00:37:58.950]So it's possible we may end up noting the same person
- [00:38:01.830]if they move around within the space,
- [00:38:04.260]that's fine. Just note their behavior.
- [00:38:09.990]Okay, I've recorded data for zone one
- [00:38:12.750]and so now I'm gonna move on to zone two.
- [00:38:15.060]After I've finished there,
- [00:38:16.080]I'm gonna move on to the next zone and so forth
- [00:38:18.570]until I've recorded data for every zone.
- [00:38:21.240]Now remember your partner is also moving from zone to zone
- [00:38:24.210]during this process.
- [00:38:25.620]So if somehow you catch up to them, just stop, wait for them
- [00:38:29.190]to finish their zone before you move in and start recording.
- [00:38:32.940]There can be only one observer in a zone at a given time.
- [00:38:36.750]Once we finish all of this process,
- [00:38:39.360]we'll both have data for every single zone.
- [00:38:43.311](upbeat music)
- [00:38:49.410]Okay, so I've just finished recording data for my last zone.
- [00:38:53.310]My partner is finishing up his last zone
- [00:38:55.890]and that will make up our first round.
- [00:38:58.470]Now we're gonna do three more rounds of this next
- [00:39:01.620]and that will make up our first session.
- [00:39:04.350]Now we may wanna do more sessions perhaps at different times
- [00:39:07.470]of day and that will give us an even better idea
- [00:39:10.230]of what's taking place in these different zones.
- [00:39:17.220]And talking a little bit about why behavior mapping
- [00:39:21.090]or environment behavior mapping could be so important.
- [00:39:25.230]I mean this is a game environment where game designers
- [00:39:30.030]use readily available data from all the gamers
- [00:39:34.530]to understand how they need to improve the design
- [00:39:37.500]of the game, make it more challenging or less challenging
- [00:39:40.050]based on the data that they're receiving.
- [00:39:44.340]And this is a kind of a experiment.
- [00:39:47.580]I think it was done someplace in Europe
- [00:39:50.400]where the changed the steps of a stair
- [00:39:53.880]into musical notes and look how that changes behavior
- [00:40:00.570]of the users and inspired them to use the stairs
- [00:40:03.870]instead of the escalator.
- [00:40:06.660]But I feel like when we talk about the real world,
- [00:40:11.400]the challenges that we have is, it's multi-layered
- [00:40:14.310]and complex and we do not have readily available data.
- [00:40:18.420]So behavior mapping could be a easy and simple way
- [00:40:23.160]to observe behavior happening at the real environment
- [00:40:26.910]and understand the behavioral pattern of it.
- [00:40:30.840]Behavior mapping changed over time.
- [00:40:33.180]At one point we used to do everything on paper.
- [00:40:37.230]The latest technology that we are using
- [00:40:39.180]for behavior mapping is GIS based.
- [00:40:42.780]It's called the ArcGIS online tool.
- [00:40:45.690]What I really like about the ArcGIS online based
- [00:40:49.380]behavior mapping is that it's live data.
- [00:40:54.300]So if you have multiple people collecting data,
- [00:40:58.260]they can actually collect data on their phone
- [00:41:01.230]and they're all contributing to a live map together.
- [00:41:05.490]So there could be 10 person collecting behavioral data,
- [00:41:09.780]but they're all contributing to a live map.
- [00:41:12.660]And this became a very useful tool for our research.
- [00:41:16.350]We were very interested to see if we introduce
- [00:41:20.640]nature-based loose parts play materials,
- [00:41:23.700]how that changes children's STEM learning behavior.
- [00:41:28.380]So this is the CDC outdoor learning environment
- [00:41:31.140]where they don't have a lot of natural loose parts.
- [00:41:34.590]We do not have a lot of trees
- [00:41:35.850]so there are not a lot of branches and leaves
- [00:41:39.000]and other kind of natural loose part play materials.
- [00:41:42.030]But we did behavior mapping before
- [00:41:44.820]and we did behavior mapping after to see the change
- [00:41:48.360]of pattern of behavior.
- [00:41:49.560]So those are the spaces
- [00:41:50.880]where we concentrated the loose parts play materials
- [00:41:54.630]that we produced.
- [00:41:56.310]But behavior mapping is not just mapping
- [00:41:59.550]where behavior is happening, there are so many other ways
- [00:42:03.660]of analyzing environment and behavior together.
- [00:42:07.560]Density maps, proximity maps,
- [00:42:10.890]these are some other ways we can look into an environment
- [00:42:15.900]and look into this data to understand how our design
- [00:42:20.580]is changing the behavior pattern of that environment.
- [00:42:24.870]We did behavior mapping in the zoo school and the CDRC.
- [00:42:29.490]So side by side the zoo school is very natural nature based,
- [00:42:34.440]lot more trees and lot more interaction with nature.
- [00:42:38.610]And the CDRC is kind of, yes there is nature
- [00:42:43.260]but it's more like a mat, play structure base
- [00:42:49.440]and not a lot of scope for interacting with nature.
- [00:42:54.570]So our data showed that in the zoo school
- [00:42:58.530]there's a much more diversity of children's STEM behaviors.
- [00:43:03.240]So we were able to collect this data
- [00:43:05.760]by just behavior mapping, observational behavior mapping.
- [00:43:11.550]For our other research,
- [00:43:14.220]which is looking into children's change of physical activity
- [00:43:18.240]and healthy eating behaviors based on hands-on
- [00:43:22.440]gardening experience.
- [00:43:24.840]We do use accelerometer for reading
- [00:43:28.770]children's physical activity,
- [00:43:30.810]but I feel like there are certain limitation
- [00:43:32.490]of accelerometer data.
- [00:43:34.500]First of all, it's very challenging for preschoolers
- [00:43:37.080]to wear that for long term
- [00:43:40.530]and we lost quite a few and it was a added expense
- [00:43:45.930]in the grant losing so many accelerometers.
- [00:43:49.380]The second thing is that I feel like accelerometer
- [00:43:52.290]is not capable of measuring the real physical activity
- [00:43:56.610]that are connected with gardening.
- [00:43:58.710]When children at that age to gardening,
- [00:44:01.410]they're doing so many delicate physical activity
- [00:44:05.910]like lifting, kneeling or squatting, carrying, digging.
- [00:44:10.560]But in accelerometer data it will just get an overall idea
- [00:44:13.620]of their increase of decrease of physical activity.
- [00:44:16.920]So I feel like behavior mapping gives us that capacity
- [00:44:22.200]to look into behavior specific to gardening,
- [00:44:25.800]physical activity, specific to gardening
- [00:44:28.170]and how that changes over time
- [00:44:30.600]by the installation of hands on garden.
- [00:44:34.110]We are also very interested about videography.
- [00:44:36.690]I mean video data, the ivy process is very difficult,
- [00:44:40.680]but behavior mapping is more momentary.
- [00:44:43.860]So you look into a child, you record the behavior,
- [00:44:46.980]but I feel like in behavior mapping is sometime miss
- [00:44:49.770]the other rich aspects of behavior like conversation,
- [00:44:54.270]social interaction.
- [00:44:56.040]So having some video data is always very helpful.
- [00:44:59.610]So we did collect some video data in zoo school,
- [00:45:02.730]which is part of my PhD student's research.
- [00:45:06.360]So she's looking into real time nature
- [00:45:09.450]and children's interaction and looking more in depth
- [00:45:13.860]the quality of the interaction, their conversation,
- [00:45:18.450]so that's only possible with good quality video data.
- [00:45:24.360]We use validated survey for children.
- [00:45:27.690]It's hard to imagine that they're a validated survey
- [00:45:30.960]for children that young,
- [00:45:32.850]but it's always very interesting how they interact
- [00:45:36.930]with this survey instruments.
- [00:45:40.110]In North Carolina we did more complicated
- [00:45:42.960]kind of data collection.
- [00:45:44.730]I'm not doing it in Texas because I learned the hard way
- [00:45:48.060]that it's a nightmare.
- [00:45:50.460]Because we also wanted to know how much
- [00:45:53.310]children's eating behavior change if they
- [00:45:55.380]do hands-on gardening.
- [00:45:57.150]So we used to measure this cups of raw vegetable
- [00:46:05.340]and let children eat them and remeasure them.
- [00:46:09.900]And children usually we would do that in the afternoon.
- [00:46:13.350]So right after nap time it was very shocking
- [00:46:17.580]for them that they have to snack on raw veggies.
- [00:46:23.640]But I think the key here is that data collection
- [00:46:28.770]for that age group is really different.
- [00:46:31.950]It's really interesting and we have to be really innovative
- [00:46:35.940]about how we collect data to understand the impact
- [00:46:41.820]of our interventions.
- [00:46:45.120]I'll quickly go through the slides
- [00:46:46.950]because I think I should allow some time
- [00:46:48.930]for question and answer.
- [00:46:51.120]You already learned from Rebecca about all the wonderful
- [00:46:54.510]work that they do to promote this kind of practices.
- [00:46:58.320]So I'm not going to talk about a whole lot of them,
- [00:47:02.400]but we work with ECHO and NLI on an ESGA grant
- [00:47:06.900]where we started creating virtual tools
- [00:47:10.440]because we talk about the greatest way of inspiring
- [00:47:15.270]childcare centers to create these nature-based
- [00:47:21.030]outdoor environments is for them to experience
- [00:47:25.020]those kind of environment.
- [00:47:26.880]To see an example, do a site visit.
- [00:47:29.700]But site visit for childcare professionals
- [00:47:33.000]is almost impossible because it takes time.
- [00:47:36.240]Childcare people are very busy, they're overwhelmed,
- [00:47:40.080]it's expensive.
- [00:47:41.220]There are not a lot of really good demonstration sites
- [00:47:45.330]and field trips are always pretty difficult to organize.
- [00:47:50.400]So we started creating this kind of interactive
- [00:47:54.420]virtual tools.
- [00:47:56.580]So these are 4K high definition virtual tools.
- [00:48:00.540]But what I really like about these virtual tools
- [00:48:04.050]that you can embed videos, educational materials,
- [00:48:10.530]lectures, PDFs, locationally inside these virtual views.
- [00:48:17.820]So this is a new way of providing an opportunity
- [00:48:25.050]to childcare professional to experience and get inspired
- [00:48:30.930]by looking into these virtual tools and learning about
- [00:48:35.250]all the different ways an outdoor environment can be used.
- [00:48:39.510]And we did some survey,
- [00:48:40.530]I'm not going to go into the details about them,
- [00:48:44.580]but there are some comments that we received
- [00:48:46.440]from childcare professionals who have experienced
- [00:48:49.560]these virtual tools and I really like
- [00:48:53.910]that they're talking about,
- [00:48:55.890]they felt like visiting other places,
- [00:48:58.470]seeing how things look somewhere else.
- [00:49:01.980]And this work was featured in the "Landscape Architecture,"
- [00:49:05.040]magazine and this is a workshop
- [00:49:08.779]where we're using these virtual tools
- [00:49:10.320]and giving childcare teachers, owners, directors
- [00:49:14.890]an opportunity to see it more as an immersive way
- [00:49:18.390]using the headsets.
- [00:49:21.690]Yeah. Oh thank you. So I use this image a lot.
- [00:49:25.860]So I want to talk a little bit about this image.
- [00:49:27.840]So this is my daughter and this is during
- [00:49:30.870]when I was doing my PhD in a graduate
- [00:49:32.940]and we were living in a graduate housing
- [00:49:35.040]of NC State University.
- [00:49:37.410]So we got a plant and I used to observe her interaction
- [00:49:42.510]with the plants.
- [00:49:43.800]And what I remember of that experience
- [00:49:45.990]is that it doesn't take a lot
- [00:49:48.030]to create a nature experience for children.
- [00:49:50.640]It is just our efforts or our sincerity as designers
- [00:49:57.150]or design educators and researchers
- [00:50:00.120]that we need to work together to create this everyday
- [00:50:06.030]nature experience.
- [00:50:08.490]And I feel like childcare centers are places
- [00:50:11.910]where we should start.
- [00:50:15.180]Thank you.
- [00:50:20.250]Thank you so much Dr. Monsur.
- [00:50:22.530]So I will open it up to questions.
- [00:50:25.770]Yes.
- [00:50:32.520]Hi, I have a question.
- [00:50:34.020]Yes.
- [00:50:36.382]Have you encountered in any of your work
- [00:50:38.370]how these different experiences for the kids at these age
- [00:50:43.290]if it translates somehow into their relationship with like
- [00:50:48.390]how they perceive the environment all the way
- [00:50:50.130]into adolescence and beyond that?
- [00:50:54.150]Great question, I haven't done any long-term research,
- [00:50:59.280]but I can talk about the challenges of doing research
- [00:51:02.790]in childcare center.
- [00:51:04.380]For example, the USDA, we needed to do a randomized
- [00:51:08.400]control trial, so it has to be the same group of children
- [00:51:12.060]before and after.
- [00:51:13.890]We observed one group that did gardening, the other group
- [00:51:16.950]that didn't do gardening, but we went the same time
- [00:51:19.800]before and after.
- [00:51:21.450]When we went after almost half the children are gone
- [00:51:26.880]because in childcare center they're always changing,
- [00:51:29.760]they're graduating to kindergarten,
- [00:51:35.340]it's not stable like schools.
- [00:51:37.770]So if you think about long-term research just within
- [00:51:41.610]the childcare center, it can be challenging.
- [00:51:44.070]But regardless of the challenge, I think if someone
- [00:51:48.000]takes that initiative, it'll be fascinating to see
- [00:51:51.840]how spending more time with nature impacts them long term.
- [00:51:58.980]There are research that talks about the importance
- [00:52:02.550]of rich childcare environment and how that continues
- [00:52:07.440]to advance learning even when they're 14.
- [00:52:12.090]But I haven't done any research long term.
- [00:52:16.770]There are a lot of aspects and challenges of doing that,
- [00:52:20.940]but if there's an opportunity,
- [00:52:23.220]I would definitely like to do that.
- [00:52:27.030]Great question though.
- [00:52:32.460]Other questions for our speaker?
- [00:52:34.710]I have one Dr. Monsur.
- [00:52:36.600]When you're doing the behavior mapping on the zoo school,
- [00:52:40.020]is that a natural learning institute design?
- [00:52:45.091]Like does it have your design principles kind of,
- [00:52:48.390]I'm thinking about like the role of pre-test
- [00:52:50.760]versus post-test.
- [00:52:52.470]Yes, the designer, I'm forgetting the name,
- [00:52:56.547]the name of the landscape company is Rialto Studio
- [00:53:00.870]and the designer actually went through
- [00:53:04.740]the NLI certificate program that teaches the best practices
- [00:53:09.420]of design.
- [00:53:10.253]So all the best practices of natural learning environment
- [00:53:14.070]is out there.
- [00:53:16.770]It's a very dynamic, beautiful landscape
- [00:53:22.320]designed with keeping those principles in mind.
- [00:53:26.430]So it was a kind of the only example nearby.
- [00:53:31.140]I mean it's not nearby, it's still a drive,
- [00:53:33.240]but that was the kind of the example we choose
- [00:53:36.840]to compare against regular outdoor environment.
- [00:53:39.840]But yeah, it was designed with all of those principles.
- [00:53:46.290]Thank you. That was a great presentation.
- [00:53:49.260]I'm really excited to` send you more questions.
- [00:53:52.020]So thank you.
- [00:53:53.130]Yeah, thank you.
- [00:53:56.910]Other questions for our speaker?
- [00:53:59.730]Yeah, I have one.
- [00:54:01.380]Thank you very much for this presentation. It's been great.
- [00:54:05.580]When you do the behavior mapping,
- [00:54:10.671]do you look at any like characteristics
- [00:54:12.870]of the children specifically like gender
- [00:54:16.770]to see if there's differences?
- [00:54:19.770]So the biggest advantage with behavior mapping
- [00:54:22.770]is it's more like a data collection framework.
- [00:54:25.500]So based on your research question you decide
- [00:54:29.220]what kind of data you want to collect,
- [00:54:31.620]we usually always try to collect gender
- [00:54:34.470]and we also keep a room for race but it's observational
- [00:54:42.540]so we do not consider that to be accurate.
- [00:54:46.530]We sometime have behavior mapping for teachers as well
- [00:54:50.670]because they're also there.
- [00:54:53.370]But I really like the aspect of the flexibility
- [00:54:56.010]of behavior mapping if you're interested about
- [00:54:58.350]science learning behavior, it is just we have to go through
- [00:55:01.470]the literature and translate that into observable behaviors.
- [00:55:05.790]So what are science learning behaviors like?
- [00:55:08.160]Is it asking questions?
- [00:55:10.680]Is it when children are trying cause and effects
- [00:55:13.980]kind of experiments or?
- [00:55:17.190]So I feel like that behavior mapping,
- [00:55:19.380]the potential of behavior mapping
- [00:55:20.610]is based on our research question.
- [00:55:24.420]We can decide the attributes, like physical activity,
- [00:55:29.910]it's more concrete, the CAR scale,
- [00:55:32.010]like there's very specific one to five scale
- [00:55:35.490]of observing physical activity levels.
- [00:55:38.280]And it talks about if a child is sitting
- [00:55:41.460]and just shaking their hands
- [00:55:44.580]what kind of physical activities is that,
- [00:55:46.320]so it needs some training, it needs some understanding
- [00:55:49.470]of the literature, but it's still very flexible
- [00:55:55.129]to be used for a variety of possible research questions.
- [00:56:02.070]So have you looked at gender differences at all?
- [00:56:06.420]For behavior mapping, we haven't.
- [00:56:11.070]For the physical activity, for the gardening study,
- [00:56:17.400]we did look into the statistical variation
- [00:56:21.900]for gender and race and ethnicity,
- [00:56:24.720]but we did not find anything in that regard.
- [00:56:27.900]In North Carolina study they found significant differences
- [00:56:32.970]in gender.
- [00:56:34.920]But for ours probably it was our small sample size,
- [00:56:39.750]but we didn't find anything significant for the gender.
- [00:56:43.920]But it is a very important aspect and my supervisor,
- [00:56:49.350]Dr. Nilda Cosco talks more about it
- [00:56:51.870]that girls play very differently than boys
- [00:56:55.800]and their physical activity pattern,
- [00:56:59.250]their involvement with the environment is quite different
- [00:57:02.850]than how boys use the environment.
- [00:57:06.930]Thank you.
- [00:57:09.420]Yeah, I just wanted to hop in and say thank you so much.
- [00:57:12.390]I love to see, you know, in some ways
- [00:57:15.360]how psychological developmental, psychological principles
- [00:57:18.540]are informing, you know, concrete real world decisions.
- [00:57:22.260]It makes me extremely happy and I find this
- [00:57:25.650]all very interesting.
- [00:57:28.487]I enjoyed the part about the methods and techniques as well.
- [00:57:32.250]And so I was wondering,
- [00:57:33.083]so I just wanted to make a suggestion.
- [00:57:35.850]There is some devices out there that can pick up
- [00:57:39.870]sort of natural language and conversation
- [00:57:42.330]between preschoolers.
- [00:57:44.520]A colleague had used one, it's called LENA, L E N A.
- [00:57:48.390]Language environment analysis.
- [00:57:50.310]And they used it in four to six year olds
- [00:57:53.160]and we're able to, it can get things like word count,
- [00:57:57.780]utterances and even more importantly things
- [00:58:01.050]like conversational turns,
- [00:58:02.670]which is really important for the development of language.
- [00:58:07.442]And they'd shown some really cool effects there.
- [00:58:10.640]So it's something that, you know,
- [00:58:13.350]could be potentially useful to learn how children
- [00:58:15.810]are interacting with one another
- [00:58:17.940]and you wouldn't actually have to code it,
- [00:58:21.030]it's all done algorithmically.
- [00:58:24.000]And so yeah, they wear a little box on their chest
- [00:58:28.890]and it's pretty, pretty small and light
- [00:58:31.230]and they employed it in preschoolers,
- [00:58:35.280]you know, ages four to six.
- [00:58:36.630]So something like that could be used as another.
- [00:58:41.940]I'll post the link in the chat just
- [00:58:46.050]to that my colleague's paper that's so you have it,
- [00:58:51.240]but I thought that that could be of interest in things
- [00:58:54.900]like looking at the flow of, you know,
- [00:58:58.110]behaviors through certain areas, you know,
- [00:59:01.380]can be done with GPS type trackers.
- [00:59:04.920]And that's kind of how your Apple phone tells you,
- [00:59:08.700]you know, hey there's a potential speed check ahead.
- [00:59:12.930]You know, just does that algorithmically looking at
- [00:59:15.780]the behaviors of the cars that had come before it.
- [00:59:19.061]So are they stopping if they're stopping,
- [00:59:21.300]then it's a hazard. If they're just slowing down
- [00:59:23.550]then it's probably a speed check.
- [00:59:25.890]So there's some really cool stuff out there
- [00:59:29.250]and I think the work that is great
- [00:59:32.550]and I just thought I'd mention a couple ways
- [00:59:35.490]that could help, you know, appease some sponsors
- [00:59:39.960]and things for outcome studies too, so.
- [00:59:45.540]Great suggestion. I'll definitely look into that.
- [00:59:48.707]LEA sounds like.
- [00:59:50.584]L E N A. L E N A. Okay.
- [00:59:58.770]Thanks.
- [01:00:00.090]Yeah, no problem. Is there anything else?
- [01:00:05.040]All right, well thank you so much again to our speaker,
- [01:00:07.800]Dr. Monsur, it's been wonderful, we really appreciate it.
- [01:00:14.010]Thank you.
- [01:00:15.480]Yeah, thank you so much.
- [01:00:16.500]It's fascinating and I wish you good luck with this,
- [01:00:20.940]the grant and future work and if you feel I could be useful
- [01:00:26.820]in your future collaboration, just let me know, yeah.
- [01:00:30.960]That would be fantastic.
- [01:00:32.250]Thank you so much. It's been a pleasure.
- [01:00:35.280]Thanks everyone, and we'll see you all next week.
- [01:00:39.750]Thank you. Bye guys.
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