My research examines historical and contemporary social inequality issues, focusing on play as a developmental process and a buffer for toxic stress in early childhood. The right to play is an opportunity to learn. Its impact on marginalized groups, including children of color and children with documented disabilities, is relevant as it explores the benefits, advantages, and challenges for children across different communities and cultural and socioeconomic backgrounds worldwide. Understanding humans' relationship to play recognizes and illuminates potential beginning at birth across a spectrum and promotes a foundation for more efficacious approaches to teaching and a lifetime of learning. Understanding play as a barrier to toxic stress foregrounds the issues of marginalized communities that suffer trauma, including but not limited to systematic segregation, racism, oppression, and intergenerational poverty. The power of play, supported by evidence in education, medicine, art, science, and children, drives and inspires my research.
Published Research: https://www.proquest.com/dissertations-theses/playing-learn-learning-play-urban-early-childhood/docview/2579660141/se-2
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