Andres S. Bustamante

Picture of Andres S. Bustamante
Assistant Professor, Human Development in Context
School of Education
Ph.D., University of Miami, 2016, Developmental Psychology
Phone: (949) 824-7367
University of California, Irvine
Irvine, CA 92697
Research Interests
Early STEM Education, Playful Learning, Research Practice Partnerships, Community Engaged Research
Awards and Honors
APS Rising Star Award March 2021
Association for Psychological Science
Awarded to early career scholars for excellence and promise in the field of psychological science.

Early Career Fellow in Early Childhood Education and Development April 2017-2019
American Education Research Association & Society for Research in Child Development
Two-year fellowship from AERA and SRCD including a $1000 travel award.

Kirk R. Danhour Memorial Award May 2015
University of Miami, Department of Psychology Coral Gables, FL
Awarded annually for excellence in coursework, research, leadership, and community service.

Rod Gillis Graduate Teaching Award May 2014
University of Miami Department of Psychology Coral Gables, FL
Awarded annually for demonstrating the highest level of excellence in undergraduate teaching.
Chew, P., Lin, Y, Bermudez, V.N., Bustamante, A.S., & Ahn, J. (in press). Understanding pedagogical frameworks, relationships, and learning opportunities in community-based participatory design. Proceedings of International Society of the Learning Sciences, ISLS.

Bustamante, E.E., Ramer, J.D., Santiago-Rodriguez, M.E., Mehta, T.G., Bustamante, A.S., Marquez, D.X., Frazier, S.L. (2021): The S.P.A.C.E hypothesis: physical activity as medium—not medicine—for public health impact. Exercise and Sports Sciences Reviews, Vol. 49, No. 2, pp. 133–145. DOI: 10.1249/JES.0000000000000248

Gaudreau, C., Bustamante, A. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2021). Questions in a life-sized board game: Comparing caregivers’ and children’s question-asking across STEM museum exhibits. Mind, Brain, and Education.
Bustamante, A. S., Schlesinger, M., Begolli, K. N., Golinkoff, R. M, Shahidi, N., Zonji, S., Riesen, C., Evans, N. & Hirsh-Pasek, K. (2020). More than Just a Game: Transforming Social Interaction and STEM play with Parkopolis. Developmental Psychology.

Bustamante, A. S., Hassinger-Das, B., Hirsh-Pasek, K, & Golinkoff, R. M. (2019). Learning Landscapes: Where the science of learning meets architectural design. Child Development Perspectives, 13(1), 34-40.

Bustamante, A. S., & Hindman, A. H. (2019). Classroom quality and academic school readiness outcomes in Head Start: The indirect effect of approaches to learning. Early Education and Development, 30(1), 19-35.

Bustamante, A. S., & Greenfield, D. B. (2019). Motivation orientation and school readiness in children served by Head Start. Measurement and Evaluation in Counseling and Development.

Hindman, A. H., & Bustamante, A. S. (2019). Teacher Depression as a Dynamic Variable: Exploring Nature and Predictors of Change Journal. Journal of Applied Developmental Psychology, 61, 43-55.

Hindman, A. H., & Bustamante, A. S. (2019). Understanding Well-Being among Teachers in Early Childhood Settings: Challenges, Supports, and Implications for Children’s Development. Journal of Applied Developmental Psychology, 61, 1-3.

Bustamante, A. S., Greenfield, D. B., & Nayfeld, I. (2018). Early childhood science and engineering: Engaging platforms for fostering domain-general learning skills. Journal of Education Sciences, 8(3), 144-157.

Bustamante, A. S. & Hindman, A. H. (2018). Construyendo en la fuerza: Approaches to learning and school readiness gains in Latino children served by Head Start. Early Childhood Research Quarterly.

Bustamante, A. S., White, L. J., & Greenfield, D. B. (2018). Science and approaches to learning in Head Start: Examining bi-directionality. Early Child Research Quarterly, 44, 34-42.

Bustamante, A. S., Hindman, A. H., Champagne, C., & Wasik, B. A. (2018). Circle time revisited: How do preschool classrooms use this part of the day? The Elementary School Journal, 118(4), 610-631.

Bustamante, A. S. & Greenfield, D. B. (2018). Measuring motivation in children served by Head Start. Psychology and Education Journal, 55 (4), 1-16.

Hassinger-Das, B.1, Bustamante, A. S.1, Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Learning landscapes: Playing the way to learning and engagement in public spaces. Journal of Education Sciences, 8(2), 74-95. 1Co-first authors.

Hassinger-Das, B, Bustamante, A. S., Hirsh-Pasek, K, Golinkoff, R. M., Magsamen, S., Pearlman-Robinson, J., & Winthrop, R. (2018). Learning Landscapes: Can Urban Planning and the Learning Sciences Work Together to Help Children? Brookings Institution Policy Report.

Bustamante, A. S., White, L. J., & Greenfield, D. B. (2017). Approaches to learning and school readiness in Head Start: Applications to preschool science. Learning and Individual Differences, 56, 112-118.
National Science Foundation, Advancing Informal STEM Learning. September 2020-2024. Four-year grant 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. (Total budget: $2,500,000; PI: Bustamante).
Newschools Venture Fund, EF+Math Program. August 2020-2023. Three-year contract 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. (Total budget: $1,250,000; PI: Bustamante).
American Educational Research Association & National Science Foundation, Small Research Grant. May 2020-2022. Two-year grant from AERA and NSF for secondary data analysis titled “Moderating effects of early child care and education quality on long-term STEM outcomes for children from low-income families.” (Total budget: $35,000; PI: Bustamante).
National Science Foundation, Advancing Informal STEM Learning. August 2019-2021. Two-year grant titled “SciTalk: Virtual Conversation for Engaging Early Learners” from NSF to develop and test interactive videos to enhance preschool aged children’s science learning (Total budget: $300,000; PI: Warschauer, Co-PI: Bustamante).
Professional Societies
Research Centers
Creating Opportunities for Disadvantaged Children Cluster.
Connected Learning Lab.
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