About Us

Young children learn best in social contexts where they can work together, when learning opportunities are iterative and they can ask and answer new questions, when they are actively engaged and hands-on, and when experiences are meaningful and relevant to their daily lives.

The STEM Learning Lab leverages these principles to promote rich learning opportunities in the areas of science, technology, engineering, and math in the places children and families spend time. Lab initiatives span classrooms, school yards, and community contexts (e.g., parks, bus-stops, playgrounds, grocery stores) to foster playful and interactive learning opportunities for children and families. Recent projects include a basketball court painted to emphasize fraction and decimal learning, a life-size board game for math and science learning, and partnerships with local schools and community organizations to co-design playful learning environments that reflect the culture, values, and goals of the community.

Projects

$fractionbal 2$ $cropped-fractionball3-1.jpg$

Three-year research award from the NewSchools Venture Fund’s EF+Math Program titled “Fractions in the School Yard: Play-based Executive Function and Math Learning” to design connections between the Fraction Ball intervention and classroom instruction with teachers and students from Santa Ana Unified School District.

Four-year Advancing Informal STEM Learning (AISL) grant from the National Science Foundation titled “Stimulating STEM in the City: Co-Designing with Latinx Families to Promote Informal STEM Learning” to co-design and evaluate a series of playful STEM learning installations in the city of Santa Ana, CA.

Two-year grant from the American Educational Research Association and the National Science Foundation for secondary data analysis using the Study of Early Child Care & Youth Development (SECCYD) data set, titled “Moderating effects of early child care and education quality on long-term STEM outcomes for children from low-income families.”

Blogs & Popular Media

STEM Learning Lab at the Borderless Leadership Conference

UC Irvine’s Advancing publication shares involvement with Borderless Leadership Conference in Guanajuato with Mexican President Vicente Fox.

Researchers Need Community Partners to Create Lasting Initiatives

PsychologyToday article on early childhood learning and the importance of partnerships- as seen through UC Irvine’s STEM Learning Lab.

Playing the Way to High-Quality STEM Learning

PsychologyToday article on early childhood learning, Playful Learning Landscapes and Fraction Ball.

High-quality early child care and education: The gift that lasts a lifetime

Brookings article on math and early childhood education, featuring Dr Bustamante.

Five Ways Early Educators Can Make Math Fun, According to an Early Education Researcher

PBS SoCal article on Math Learning, Fraction Ball and Playful Learning Landscapes.

Inclusive R&D Centers Educator Voice. It’s Already Changing the Face of Math Instruction.

EdSurge article on EF+ Math and Fraction Ball.

Santa Ana Families Design Playful Learning Experiences for Kids in the Community

PBS SoCal article on Playful Learning Landscapes.

APS Awards Asst. Prof. Andres Bustamante Rising Star Designation

UC Irvine press release on APS Awardee Asst. Prof. Andres Bustamante.

NSF awards $2.57M grant to support STEM learning installations in Santa Ana public areas

UC Irvine press release on playful learning landscapes

UCI receives NSF grant to create and test interactive videos to foster children’s science learning

UC Irvine press release on interactive videos to foster science learning.

Fraction Ball at El Sol Academy

UC Irvine newsletter story on Fraction Ball.

Family & Community Engagement: Doing with—not for—families

“They know their children better than anyone—their temperaments, personalities, strengths, vulnerabilities, talents, and special needs. They know their own cultures and the cultures they want to transmit to their children. When parents share their knowledge, they improve provider practices and program quality.”

Early Childhood Science is a Fast Track to a High-Quality Learning Environment

For many, the idea of science education is scary. It conjures memories of high school chemistry and memorizing formulas that feel unrelated to our daily lives. This wariness of science education is especially common in early childhood, several studies suggest that early childhood teachers report…

https://www.brookings.edu/blog/education-plus-development/2020/07/21/having-a-ball-with-fractions-fostering-math-skills-through-playful-learning/

https://www.brookings.edu/blog/education-plus-development/2020/04/13/are-our-preschool-teachers-worth-more-than-they-were-two-months-ago/

https://bold.expert/parkopolis-the-life-size-playful-learning-board-game/

https://www.brookings.edu/blog/education-plus-development/2018/05/30/learning-about-learning-meaning-matters/

https://bold.expert/playful-learning-in-everyday-spaces/

Introducing High Quality Preschool 2.0: Targeted Learning Can Also be Fun!

Children learn in a way that “sticks” when these factors are present, and have so much fun that they can’t wait to learn more. The second example above is what we call “guided play” which is a discovery-learning approach intermediate between…

https://www.brookings.edu/blog/education-plus-development/2017/06/08/the-premature-death-of-the-whole-child-approach-in-preschool/

https://www.brookings.edu/blog/education-plus-development/2017/03/27/realizing-the-promise-of-high-quality-early-childhood-education/

https://www.brookings.edu/blog/education-plus-development/2017/02/09/why-devos-should-embrace-early-childhood-education/

https://www.brookings.edu/blog/education-plus-development/2017/12/28/funding-childhood-poverty-programs-are-key-to-social-mobility/

https://www.brookings.edu/blog/education-plus-development/2017/08/21/brain-matter-matters-should-we-intervene-well-before-preschool/

Journal Articles

Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes

Using a participatory design approach for co-creating culturally situated STEM enrichment activities

Adult outcomes of sustained high-quality early child care and education: Do they vary by family income?

Collective Expertise for a Brighter Tomorrow. Play Africa: Designing with Children. Pages 39-40

Fraction Ball: Playful and Physically Active Fraction and Decimal Learning.

Reimagining urban design for play and learning.

Adult Outcomes of Sustained High-Quality Early Childcare and Education: Do They Vary by Family Income?

Translating Cognitive Science in the Public Square .

Understanding pedagogical frameworks, relationships, and learning opportunities in community-based participatory design.

The S.P.A.C.E hypothesis: physical activity as medium—not medicine—for public health impact.

Questions in a life-sized board game: Comparing caregivers’ and children’s question-asking across STEM museum exhibits.

More than Just a Game: Transforming Social Interaction and STEM play with Parkopolis.

Construyendo en la fuerza: Approaches to learning and school readiness gains in Latino children served by Head Start.

Learning Landscapes: Where the science of learning meets architectural design.

Classroom quality and academic school readiness outcomes in Head Start: The indirect effect of approaches to learning.

Motivation orientation and school readiness in children served by Head Start.

Teacher Depression as a Dynamic Variable: Exploring Nature and Predictors of Change Journal.

Understanding Well-Being among Teachers in Early Childhood Settings: Challenges, Supports, and Implications for Children’s Development.

Early childhood science and engineering: Engaging platforms for fostering domain-general learning skills.

Science and approaches to learning in Head Start: Examining bi-directionality.

Circle time revisited: How do preschool classrooms use this part of the day?

Learning landscapes: Playing the way to learning and engagement in public spaces.

Approaches to learning and school readiness in Head Start: Applications to preschool science.

Meet Our Team

Director

Andres S. Bustamante, Ph.D.

Andres is an Associate Professor at the University of California Irvine’s School of Education. He designs and implements play-based early childhood STEM interventions in places and spaces that children and families spend time (e.g., parks, school yards, grocery stores etc.). He designs these spaces in partnership with local children and families, so they build from and sustain community values, goals, culture, and knowledge, while also maintaining connections to developmental and education sciences. Andres is invested in research that has practical implications for children and families from underserved communities. He is also committed to sharing and interpreting early childhood research with a broader audience through blog posts for the Brookings Institution, Huffington Post, BOLD Blog, and other media outlets.

^{See CV Here}

Research Scientist

Kreshnik Begolli, Ph.D.

Received his PhD in Education from the University of California, Irvine and completed his postdoctoral training at Temple University. Motivated to understand children’s abilities to learn and impart knowledge and to advance science and education, Kreshnik’s research arena alternates between the laboratory, the classroom, and the community. By blurring the line between these arenas, Kreshnik’s research draws from cognitive research in analogical reasoning, mathematical cognition, and spatial thinking. His recent work has focused on discovering learning principles to develop effective instructional strategies, innovative research methodology, and on transforming school playgrounds and community parks into learning landscapes that promote children’s development of conceptual, generalizable knowledge in mathematics and science.

See CV Here

PROJECT COORDINATORS

Laura Hernandez

Jessica Paola Lopez Perez

Jessica Lopez, a first-generation Latina and graduate of the University of California, Irvine, brings a unique and collaborative approach to her work in educational research and project management. She has worked alongside diverse teams to coordinate large-scale math intervention programs, supporting educators, organizing resources, and facilitating the successful execution of innovative teaching practices. Looking ahead, Jessica plans to pursue a doctoral degree to lead research in educational innovation, with a focus on developing programs that enhance student outcomes and promote equity and access for underrepresented communities.

Rhea Mae

Post Doctoral Fellows

Annelise Pesch, Ph.D.

Annelise is a Postdoctoral Fellow working with Dr. Kathy Hirsh-Pasek on the expansion of Playful Learning Landscapes to Santa Ana, California in collaboration with Drs. Andres Bustamante and June Ahn at the University of California-Irvine. She received her PhD in Developmental Psychology from the Institute of Child Development at the University of Minnesota under the supervision of Dr. Melissa Koenig. Her dissertation examined how preschoolers’ epistemic and interpersonal trust in teachers impacted learning in classroom contexts. She is interested in understanding the components of interactions that support children’s learning, with the goal of bridging gaps between research and real-world application.

Doctoral Students

Vanessa Bermudez

Vanessa is a Ph.D. student in the School of Education at the University of California specializing in human development in context. Vanessa’s previous training was in research and experimental psychology, with a focus on developmental psychology. She earned her bachelor’s and master’s degrees from Duke University and San Jose State University. Vanessa is interested in working with community members, such as parents and teachers, to co-create programs and artifacts that are meaningful and rooted in the cultural experiences of the community to enhance the early learning experiences of marginalized children. She is also interested in learning about factors that influence the quality of care and learning opportunities in childcare and early childhood education programs and implications for policy changes.

Julie Salazar

Julie Salazar is a Ph.D. student in the School of Education at University of California, Irvine. She received her B.A in Psychology from California State University, Northridge and a minor in Child and Adolescent Development. During her undergraduate studies, Julie conducted research related to culture, gender, education, technology and esports. During her last year she served as the Director of Outreach for the Society of Hispanic Professional Engineers, where she hosted workshops for K-12 students with the interest to promote STEM learning in underrepresented communities. She plans to pursue research in STEM learning within Latinx communities and to one day help create interventions that can support informal STEM learning.

John Louis-Strakes Lopez

John is a Ph.D. student in Teaching, Learning, and Educational Improvement. John obtained a B.S. in Computer Science from Loyola Marymount University in Spring 2020. His Jesuit education had a strong emphasis on serving with and for communities and seeks to incorporate Jesuit practices in his research. His current research interests include human-computer interaction, artificial intelligence for education, learning analytics, student engagement, and science education. John believes in the importance of creating informal learning opportunities through summer camps, after-school programs, and technology, and aspires to design learning systems. He aims for his work to bridge gaps in educational access and equity and strives to inspire creative thinking.

Lourdes Farag

Prior to pursuing a PhD in Education, third-year doctoral student, Lourdes M. Acevedo-Farag earned her B.A. in Sociology and Education and M.Ed. in Urban Education from UCLA. As a Latina, first-generation college student originally pursuing a STEM major, she recognized the disparity between the STEM-oriented skills she brought compared to that of her more affluent counterparts. She then dedicated herself to learning how to reduce this gap in preparation for STEM fields, which ultimately led her to pursue a career in education. Throughout her 12-year career as a classroom teacher, Lourdes taught various grades, with a significant period spent teaching middle school math to students who did not identify as “math people.” This experience sparked her interest in how students from historically marginalized communities persist in the STEM educational pipeline. Her research interests include interactive, play- and project-based STEM learning, rational number misconceptions, and BIPOC communities. Her research interests include nteractive, play- and project-based STEM learning, rational number misconceptions, and BIPOC communities. She works in partnership with teachers from districts in Southern California to co-design math interventions that are fun, feasible, and effective in real-world contexts.

Siling Guo

Siling is a Ph.D. student in the School of Education at the University of California, Irvine with a specialization in human development in context. Siling earned her master’s degree in Human Development from the University of Pennsylvania’s Graduate School of Education. Past experiences with educational interventions have exposed Siling to the links between school-based interventions, child development, and early childhood education policy. She is interested in understanding how early interventions designed to improve children’s skills or environment will make persistent changes in their learning and developmental outcomes. Siling’s academic work is also built upon her undergraduate pursuits in early childhood education and psychology, during which she gained classroom experience and background as a teacher, researched teacher-child interaction, and designed early education curricula.

Isabella Teresa Seccia

Isabella is a Ph.D. Student in Human Development in Context at the University of California Irvine, School of Education. Her research is dedicated to leveraging the cultural knowledge, values, and skills of Latine families in informal STEM learning through culturally responsive design methodologies. As part of her scholarly pursuits, Isabella is a Graduate Student Researcher on the Smart Playground Project, where she is collaborating with Santa Ana families and teachers to co-design a playground aimed at fostering computational thinking (CT) abilities in Kindergartners. Before embarking on her doctoral journey, Isabella completed her undergraduate education at the University of California Irvine, where earned a B.A. in Education Sciences. She is honored to conduct her community-engaged research under the guidance of Dr. Andres Bustamante (STEM Learning Lab) and Dr. June Ahn (Design and Partnerships Lab). Additionally, Isabella is a member of OCEAN, UCI’s esteemed network of Research Practice Partnerships (RPPs).

REsearch assistants

Melvin Yahir Bautista

Melvin is currently a third-year Education student at UCI and has been working as a research assistant in the lab since 2023. Over the past two years, he has been focused on gaining knowledge about what he wants to specialize in when he ultimately becomes an educator. Having experienced the education system as an underrepresented student himself, Melvin hopes to attend graduate school, where he plans to pursue his goal of becoming an educator in underrepresented communities.

Britney Meza

Britney is a first generation undergraduate student majoring in Education Sciences with a minor in English/Spanish Bilingual Education and she intends to double major in Spanish. Britney’s interests are bilingualism and the importance of language in education and culture. In the future she plans to be a teacher in K-12 schools and work her way up to becoming a professor. She is also interested in UCI’s MAT program. Britney hopes to gain research experience and has enjoyed the positive environment the lab has offered.

Chengkai Yang

Chengkai is a fourth-year undergraduate student majoring in Psychology and Education, who joined the lab in the spring of 2024. His research interests focus on understanding how children grow and learn, with a particular emphasis on cognitive and social development. After graduation, Chengkai plans to pursue a master’s degree in developmental psychology, where he hopes to further explore the intersection of psychology and education and contribute to improving learning environments for children.

Victoria Violet Hays

Victoria is a fourth-year undergraduate student studying Economics and Informatics. She is interested in pursuing graduate studies in human-computer interaction within educational technology. She is currently a research assistant working on the Fraction Ball and Numberball projects. She recently completed the Summer Undergraduate Research Program, working with graduate student researcher Vanessa Bermudez. Victoria is passionate about creating inclusive, accessible, and innovative educational technology.

Ivy Lyu

Ivy is a junior majoring in educational science. She has been with the STEM Learning Lab since Winter 2024. Her primary research focuses on discovering innovative methods to make learning both enjoyable and effective, with an emphasis on reducing stress while maintaining high-quality educational outcomes. Ivy believes that by fostering a more engaging learning environment, students can achieve greater academic success and develop a lasting love for learning. Looking ahead, Ivy plans to pursue graduate studies in educational policy, where she hopes to implement her research to create impactful changes in the education system.

Yuhang Li

Yuhang is a second-year student majoring in Psychology (B.S.) and Educational Science. He has been with the STEM Learning Lab since Spring 2024. Actively involved in the lab, he has gained on-site experience working with primary school students, applying the knowledge and theories from both of his majors to real-world teaching. Looking ahead, Yuhang plans to pursue a master’s degree in Psychology, where he hopes to further explore the intersection of psychology and education.

Naidely Carolina Romo

Naidely is a fourth-year Education Sciences major, with a minor in Spanish/English Bilingual Education. Since the spring of 2024, she has been working with the STEM Learning Lab, enjoying her involvement in both Number Ball and Fraction Ball. She has a strong interest in researching ways to enhance the learning experience for underrepresented students. In recent years, she has also developed a passion for bilingual education and incorporating culture and traditions into everyday learning. Currently, she serves as the president of the Bilingual Teacher Student Association on campus, where she aims to foster a community that values bilingualism.

Katelyn Zhu

Katelyn is currently a third-year education major at the University of California, Irvine, with a deep passion for teaching and shaping young minds. Since Spring 2023, she has been actively involved in the STEM Learning Lab, where she has gained valuable hands-on experience in applying educational theory to real-world learning environments. Her academic journey is focused on building a strong foundation in education, with the goal of pursuing the Master of Arts in Teaching (MAT) program after she graduates in Spring 2025.

Jennie Maldonado

Jennie is a first generation undergraduate student majoring in Education Sciences and minoring in Spanish/English Bilingual Education. She also intends to double major in Art. She plans to pursue a career as an early education teacher, Spanish teacher, and is also interested in special education. Jennie is happy to be part of the lab and is excited to gain research experience!

Estefania Padilla Gallardo

Estefania graduated from the University of California, Irvine, in Spring 2024 with a degree in Anthropology. Following her passion for research, she joined the lab in Summer 2024 while pursuing a career in Data Analytics. Estefania specializes in conducting comprehensive literature reviews and data analysis, providing critical support for academic projects, and contributing valuable insights to research initiatives. As a first-generation Latina, she is committed to improving the education system for underrepresented students.

Jessica Verduzco

Jessica is a first-generation 3rd year undergraduate psychological science major at UCI. She is passionate about improving respect for the environment, humans, and animals. She looks forward to using her studies in human behavior to improve sustainability in her community. While she is still exploring career options and plans after graduation, Jessica wants to give her energy and time to spread compassion and use educational measures to create a better harmonious relationship with the natural world. She is also extremely interested in protesting for animal welfare and social justice issues. Jessica’s hope is for our planet and all living beings to thrive under a regenerative economy and a more compassionate world.

Matthew Riley Tullgren

Matthew graduated from the University of California, Irvine, in the spring of 2024 with a double major in Psychology and Education. Throughout his life, he has always aspired to make a positive, tangible impact on the world around him, using whatever means necessary. He is currently assisting with curriculum development in the STEM Learning Lab, where he hopes to apply his research experience to the general education system as a social science teacher

Jair Josue Olea

Jair is a fourth-year undergraduate student at UCI, double majoring in Education Sciences and Psychology. He joined the team as a research assistant in September 2024 and is looking forward to gaining research experience in the educational field. With a strong interest in aiding minority communities, he plans to use this experience to pursue graduate studies and ultimately become an educator.

Arianna Rios

Arianna Rios is a 4th year first-generation Latina majoring in Psychological Science and minoring in Medical Anthropology. She joined the lab during the Winter Quarter of 2023 and helped support the Playful Learning Landscapes and Smart Playground projects. In these projects, she’s helped observe and test elementary school children in the Santa Ana Unified School District, to learn and then create helpful learning materials and areas where they can actively learn outside the classroom. While she is still exploring her options, she hopes to work in the psychological-education field.

Gabrielle Ashley Palar

Gabrielle is a fourth-year undergraduate student at the University of California, Irvine, majoring in Computer Science with a specialization in Intelligent Systems. With a strong passion for the intersection of education, technology, and social impact, she is currently contributing as a research assistant on the innovative Fraction Ball project.