As humans degrade the biosphere and the seas rise around us, people are also losing important, life-affirming qualities that make them better, more conscious and responsible human beings. It is now commonly accepted that kids’ minds are eroding under the habituating influence of big technology and rampant consumption, confined as they are inside the walls of the vast majority of schools that are stuck, broke, broken and failing. For adults who feel a deep responsibility, the task will be to honor the young competently enough with learning experiences that encourage trust in their own inner compass to self-navigate the troubled, uncharted future they will inherit.


Play first evolved in mammals in response to the familial need for longer care and intimacy in teaching the young. Play is that lifelong friend that’s always been there to help nourish human well being and mental health. Play is the source of our capacity for learning, receptivity, self-navigation and problem solving. But now human nature’s best friend, banned from school, is making play-deprivation a normal endangering condition of childhood. Something intentional must be done to save play by giving it a chance to save us; we must do more with play than just advocate for it. Engineering Play into the learning culture is a tactical human solution that will prepare the young to solve big human problems. Play is the single most important legacy and birthright we still have to put us on the path to a more humane world. Getting Education on the path of Play is the mission of Play Tectonics.


Of course, for some this will likely sound far-fetched. But not believing in the power of play is like not believing in planetary warming. As kids believe in play, so must adults if they are to believe in the inalienable rights of the child’s mind to learn free of control and authority. Adults must learn to believe in the minds of children -- of all ages -- enough to see that kids inherently point us all to a future fit more to embrace life rather than life’s exploitation.


When the telephone was invented and the bells began to ring, people had the good sense to pick up the new device and say hello. The message of play arrives on a more subtle human wavelength. But it’s time to pick up on Play and say Hello if we are to reconnect with the young. This is a wake up call, one that sounds better than the bell that tolls for our future. It’s time to wake up.


Want to keep kids safe in schools? Like a stem cell transplant, we can reset the culture by going into the core of a child’s capacity for learning and social healing by tapping into the wellspring of play. We have to make it possible for children to live and learn in this zone of well-being, mental health, and intellectual pursuit throughout the school years. If play can be built into places like the MIT Media Lab, then we can make sure that play is present in our public schools.


Consider this a founding document for Education, one arguably that should have been included in the Constitution and Bill of Rights from the beginning. There are obvious gaps in this document. Turning this invention into a successful, self-supporting venture will require the expertise and skill that has eluded the hands of its Founder. Possibly, no body of education-related work has more depth of research and assets to meet the above objectives. This document has been assembled to help orient and reach prospective talent and investors to complete the mission.  Note: This document will be available online upon request, and includes links to access complete segments and media to some of the abridged sections and some not included herein.



Play Tectonics is committed to the advancement of Play in the learning culture as a low-cost, sustainable energy form used to transform and enlighten everyday communication for teaching and learning.


To turn our factory way of educating the young into a learning habitat using proprietary, transformative play media made for teaching and learning. Play changes everything.


Most of us are familiar with the Theory of Plate Tectonics which explains the movement of Earth’s landmasses on geologic plates. The innovation of PLAY Tectonics is all about engineering the movement of the learning culture on the power of Play. If education is ever to change, deeply and meaningfully, then Play is the only reasonable, unmatched natural solution. The mainstreaming of play energy through the natural flow of communication effectively aligns educational experience with evolutionary roots and principles of learning. The HOW of that trick involves harnessing Play as the powerful, naturally abundant form of energy it is, and promoting this historic application of Play in the marketplace of ideas and into the culture at large. Play Tectonics is the front-end marketing engine for “Puppetools®” and Play Language.  NOTE: We are playing with the idea of making Play Tectonics a non-profit corporation, but there are indications in the marketplace that funding sources are recognizing that for-profit organizations are also undertaking socially beneficial missions.


Puppetools® is the trademark name for Play Language, our patented system of mainstreaming Play Energy into learning spaces. We embrace Play not as something that happens outside classroom learning, but as the essential foundation of learning inside the classroom. We use a unique assemblage of art, paper, and play which we direct into learning spaces through communication to bring sweeping change to learning spaces big and small. Play Language is a legitimate language much like Sign Language.


Play is energy. We infuse play energy into the flow of communication on a wavelength that naturally connects adult minds with young minds of all ages where the empowering field-force of play is naturally brimming.


In the same way cities adopt books to read together, we help schools and communities unite to adopt Play to begin the process of culture transformation. The adoption of Meditation at the William T. Coleman Elementary School in Baltimore inadvertently led to the reduction of school suspensions to zero. By following best practices employed in community-based marketing and organizing, we help localities plant the seeds of play-based learning and teaching into their schools. We implement this process through the marketing of Play Language.


To make visible the eye-catching, irrepressible energy of play in the classroom. Until now, the transformational power of Play in the classroom has been unclear and understated. Brain scientists know Play’s power; but the learning culture at large remains in the dark. Play Tectonics intends to turn on the light of Play, using tools and strategies that cannot be controlled or stopped. Thus our tagline: Education | Communication | Transformation.


The story of 40+ year story of Play Tectonics is greater than the sum of its parts, and could be worth far more given its reach and the power to change the learning culture.  The story could easily one day take the form of a book, a movie or a musical not only because of the Founder’s individual journey but because of story’s focus on a vision of Play’s essential purity and science--learning behavior that takes on a life of its own in the hands of kids and adults alike.  Imagine kids all over the world, kids normally play-deprived inside the 4 walled classroom, waking up to go to school in learning space free to learn and explore on their own power.


Education is broken and stuck. We need to create our way out of this dilemma. Education needs an organizing principle, a science of learning, a pathway of connecting, humanizing and healing that is easy, practical, and powerful to implement and set in motion.


We are dealing with the problem of cultural walls and failure, the solution for which requires innovative tools and processes to break through the walls of resistance, habit, and mindset.


We need to create the conditions whereby the inner space of kids’ lives is reached on a wavelength that they are innately tuned to.


Like gene therapy, Play Language infuses deep into the inner space of the learning culture to apply the science of play.



Play Pioneer, theorist, inventor and visionary Jeffrey Peyton has pursued learning culture transformation for over 40 years. Peyton could easily be called the Secretary of the State of Play in Education. Yes, this could sound ludicrous. But it’s arguably important that Play have a figure head--not a guru -- but an individual willing to take a stand for a life force that belongs to the young-- beyond mere advocacy. Play is the lodestone of learning. Play, in principle, is learning that’s free, inclusive and incontestable. It's the truest North on the Education compass. Peyton’s visionary work has a dual purpose for Play: 1. To deconstruct old school dogma and practice by 2. planting the seeds of play-based learning to begin growing a new play-based school culture.


Arthur Brill, a ‘big scale’ designer for broadway and television productions, stumbled on Play Tectonics over one year ago, and was immediately won over by the vision of an education culture infused with Play. Emily Hall is an art educator and a digital design artist who was among the first to embrace the current campaign to launch Play Tectonics in Virginia. Heidi Rugg is the founder of Puppets Off Broad Street and a charter player with Play Tectonics.


Guided by play, we create, build and collaborate. Because navigating life, solving problems, creating solutions, and learning to care and love is best accomplished by practicing the single most powerful force given to us at the earliest stages of life to make us smart, alert and human: Play.


  • Change that frees teachers from pushing the great rock of teaching up the mountain.

  • Change that turns teachers into inspired, talented and fun-loving communicators.

  • Change that turns the education factory into a learning habitat--almost overnight.

  • Change that resets education on a foundation that nature always intended.

  • Change that clears the pathway to a learning future that heals and promotes mental health, provides an inner compass, fosters compassion and a desire to be human and productive.

  • Change that changes the way people think and feel about education.

  • Change that grows talent, productive thinking, and a love for learning in kids and teachers alike.

  • Change that changes everything for the better inside our broken system to reinvent, re-vitalize, activate and transform the learning culture..



Play Language in effect, is a communication process that harnesses and channels Play Energy in the enclosed space of The Classroom. Think of conventional FLIGHT SOP of pressurizing the airliner cabin with Play so that the passengers (kids, teachers, and families) can fly safely into the education future.  Currently, our classrooms are more like oxygen-deprived fish tanks choking on calcified practice and method. Education is under attack by special interests and locked down by regressive teach & test laws, As a 2nd class institution, education inadvertently breeds social illnesses including bullying, low self-image, fear, depression, suicide, and school shooters. Things could not be worse in education--or better -- for people determined to change it. The education sector is screaming for positivity, innovation and hope.  Underlying the emergence of Play Tectonics is 40 years of trial and internationally recognized brain research, innovation, and vision focused on the science of play in communication.



For centuries, Play has been extolled as the enlightened path of teaching and learning. Sadly, our modern factory has all but banned play in the name of education. The solution is an application of Play that sweeps the culture free of this mindset, child by child, teacher by teacher, school by school. Play can reset everything that’s wrong with factory education because Play is not part of the behavioral hierarchy; it is a wellspring of the best qualities that nature gave us to connect with the young--and for the young to connect with the world in their own unique way. The solution is to make Play second nature in learning spaces everywhere.     



We don’t need Alexa. We need every kid to be turned on by the power of the playground in his or her own brain. We don’t need stress, testing, isolation, fear, homework, authority, control, shyness, obedience, play-deprivation, depression, bullying, lunch-shaming, hate, suicide, and school-shooter syndrome--evil things our culture has helped to breed in the name of learning. We need a way to immerse kids, parents, teachers, and the culture itself into a bath of mental health, positivity, communication and to access the whitewater river of productive energy that Play naturally creates.


Play Language is the “Google for Education”; not as search engine but as an app that immerses Play energy in everything and for everything to immerse in Play. We have created a communication process whereby Play is immersed in Paper, which transforms into Art, and Art into Play-Based Media and finally into the atmosphere of the social sphere. Play’s mind-opening power takes charge of closed, academic classrooms in need of air and light. In a moment or two, a teacher can have a talking molecule or a planet in hand, as it plays, pokes, nudges, asks or responds to questions at an instant press conference or talk show.


As an energy source for education, Play brings safety, enlightenment, and winged exploration. Play Language adds a face and personality to every conceivable topic or idea. With play, we journey further and deeper into reading, numbers, thinking, communicating, mental health, friending, empowering the self and others, Play is what makes us tick and the world go round more fluently, amicably, seamlessly. Play brings life at it ts best into the four walls of the classroom and into the life of families our schools should serve.


Play neutralizes Antipathy, Boredom, Bullying, Burnout, Conformity, Doldrums, Stress, Fear, Failure, Burnout, Depression, Isolation, Play brings belonging, safety, meaning, connectivity, joy, motivation, excitement for both children and adults alike; we transform every molecule in the learning culture, micro and macro. As social medicine, Play inoculates the learning culture against the plague of viruses, including that of school shooter syndrome. The power in play is what it reveals and elicits in human reflection and affection. It draws humanity up and out as plants move to the light. Imagine the world’s children growing up speaking a common language that can shape a shared and better future. Oh, and it does all this while providing a teacher with a communication tool that makes teaching fun, productive, and rewarding.


There is a crisis in education, and bold new ideas and strategies are called for. We believe we can lay claim to this endeavor because our product begins and never ends with an energy source found deep in the life of children.  Play is freed and expressed, when not controlled or exploited. We must find ways to infuse Acronyms like STEM, compartmentalized grids like Multiple Intelligence and the Periodic Table that merely organize instead of revolutionize the culture; that reverse the polarity of communication, transform the emotions and our thinking and even the physical makeup of knowledge itself.


If we want a learning culture that helps children grow into intelligent, enlightened and fully human people, then we have to believe that there is something inside ourselves that can do it. Ironically, it is the children, through play, who show us how and point the way. All we adults must learn to do is to meet kids halfway and learn when to get out of the way to give the young room to grow in space that’s consistent with the force of nature called Play.



To propel and enlighten any given learning space , we apply this formula: E=pc2  

(Education=play x communication squared.)  Optimal learning takes place when play is mainstreamed into the flow of communication. This is not a subjective declaration; each element in the formula is supported by a fact of nature; the resulting action is consistent, predictable, and measurable.













Puppetools is the home of the PaperTalker Hinge, and the operational basis of Play Language.

The Hinge began as the fundamental building block in the construction of puppets that at first glance may seem a bit innocuous, flimsy, artsy. However, in the casual opening and closing of the hinge, the seeming impracticality of using puppets in the classroom is rendered practical as a Language based literally on an economical device made of folded paper. Suitable for all ages, the Hinge embodies endless design potential that’s alive, eye-catching and self- promoting. Even without the once-patented Hinge, Play Tectonics will remain an uncontested pioneer in play-based learning. We solved for Education by unleashing its power, not molding Education to suit our value proposition. We envision a world of publications containing the puppet concepts and special applications for using them. In this way, we're bringing Education out of the dark and putting the human and the primal back into the way we relate to one another by virtue of what nature intended.



Like an original seed, this simple, economical device contains the nature-encrypted code of play to carry communication, facilitate change, and sustain itself. Remember that reaching into kids’ minds is the objective of teaching; and that kids welcome play unconditionally. Moreover, the product works on proven learning science recognized in the annals of neuroscience and strategic proprietary knowledge embedded in its simplicity. The story behind the hinge continues to unfold in the value and charm of, well, a good movie. Directing play as energy into communication using paper as the primary vehicle is a world-changing proposition.



Play Language evolved from observations made of kids responding to puppets, first as an art form; then as crafted paper media capable of duplicating and multiplying. The puppets could be described as seeds carrying the germ of play-based ideas that take on a life of their own.  Taking the fact of such a prolific media further, you could say that we have the power to turn schools into farms that grow their own crop of enriched, sustainable, economical ‘food for thought’. Lesson: you don't need millions of dollars in technology to effectively reach into kids’ minds to turn them on. But there’s a catch: teachers have to be turned on themselves in order to turn their kids on. Paper puppets -- even when they look like bonafide art -- won’t be taken seriously until things go viral..


Taken together, the puppets are a unique form of art packed with energy that can belong to each and every child and each and every school. (Whereas arts-integration is always a challenge, despite the lip service, this art becomes central to teaching and learning -- problem solved!)  Indeed, puppets are the most powerful art form that exists especially in the dimension of young minds. It’s easy to lose sight of the fact that kids overwhelmingly love these paper creations which they and their teachers share in the making. The depth of their love comes as a surprise to many workaday classroom teachers who suddenly wake up to the fact that they have been communicating with children in a way that kids are not tuned into. That eureka moment is a powerful scene in a musical or a movie, if there ever was one.



Puppetools (“Play Language”) is quite possibly one of the most – if not the most – unique, positive and far-reaching innovations in education. Communication is the shared pathway of teaching and learning. The pathway is either --or. Either one-way where adults yell, push, stress & test. Or two-way where adults create and share in play-based experience -- experience usually denied older students. Play is the pathway to a healthy culture of threat-free teaching and learning. Our patented, play-based communication tools are designed for reaching kids minds; minds naturally and universally primed to receive messages carried on the wavelength of play. Play Language reverses the polarity of decades-old factory education and swings open the schoolhouse doors to the learning habitat.  

To invent Play Language, we took the living, dynamic part of puppetry and recast it into a paper play-based media form. Play Language is different from the puppetry we know as a form of entertainment that is broadcast in film, on television, or presented on stage. A puppet, by our definition, is ‘a handheld idea, a part of speech in a language of interactive symbols and concepts’. Play Language is open-ended, emergent, and organic, facilitating speech, articulation, productive thinking and conversation.


Created by Play Tectonics founder Jeff Peyton and patented and trademarked under the name Puppetools®, Play Language carries energy generated and transmitted by the hand; its magic unleashed by the hand. Visual, emotive, alive and kicking, Play Language carries learning and teaching deep into the realm of ideas, imagination, and mind-cultivated communication.  


Play Language -- eye-popping, playful, dramatic--always takes people by surprise. No scripts, theaters, or stages are required. This is not theater; it’s a language. As kids engage, the teacher catches the wave and rides the conversation into content that is ordinarily skimmed, talked over, rushed through and ‘covered’. Play-Based Communication becomes a dimension that empowers kids and teachers alike to share the experience. Instead of pushing, we’re going sailing.


What would you do with a brain if you had one?    -Dorothy


THE SCIENCE OF PLAY LANGUAGE adds value to what already looks like magical common sense. This science is recognized internationally and its seminal papers are published in the annals of brain science.  Following is a taste:


Factors of Evolution Revealed in Hand Puppet Behavior: The Temporal Act of Symbolic Art, Movement, the Hand, Play, and the Brain

By Jeffrey L. Peyton


Puppets are known to exert an extraordinary force upon children. Adults are also deeply affected by their gravitational pull when playing with or using them. The property of play is the primary element involved in the hand puppet’s power. But there is more. The pet-like appearance, the ‘little’ voice and expressive movement signals safety, disarms, and elicits humor, expressiveness and articulation. The universality with which children embrace the puppet archetype is a reflection of its power to engage the full spectrum of brain resources. Possibly the most elemental art form, the hand puppet represents a bio-media made for communicating with children and reaching young minds of all ages. When an adult presents a puppet to a group of children or young adults, the best side of human nature and the full constellation of brain resources is called forth— attracting movement, surprising spontaneity, playfulness, imagination, communication, socialization—and a bond between the young and the adult. Higher order language and critical-symbolic thinking are primed by the inclusion and influence of the brain’s ‘’first mate’, namely the human hand.


Learning is an activity present in all life forms, but is most refined and pronounced in mammals, established by movement, shaped by the hand, organized, fostered, and propelled by the invention of play and nursing—the evolutionary foundation of learning. All these elements form a unified intelligent learning system comprised of both internal and external features and characteristics. The self-organized culmination and expression of this system is manifest in the appearance of a unique species-typical art form that physically represents, engages, and facilitates the complex, cross-talking, super-conductive features of that system. A brief snapshot of the elements and properties found at work in puppet behavior are briefly described below. Each of the sections will be filled out with narrative and citations, but they present the gist of the proposition.


We have successfully made Paper into a medium of systematic interactive communication --beyond its use as a medium for print. Paper, of course, a medium commonly used as trade currency, literally takes on greater value as a “communication currency,” an innovation in the practical use of paper that elevates and enhances communication so that the paper suddenly becomes a compelling experience maker.   


Play Language is potentially the most revolutionary, culture-growing phenomenon made of paper since origami, primarily because its practical far-reaching impact and applications can be generated by users themselves. The potential success of Play Language lies in its inherent simplicity, in its complex proprietary knowledge and in its discoveries. When people catch a glimpse of its whimsical power and almost weightless presence and practicality, as a bonafide communication utility, Play Language generates words of disbelief and amazement.  


Investors, of course, want to see a sales track record. It is important to remember that the planetary, life-changing electromagnetic grid we now take for granted in 2019 was first glimpsed by Michael Faraday as he observed the waves and ordered patterns of light dancing in the mist of a sunlit waterfall in 1837. Play Language was glimpsed from behind a puppet theater watching kids respond and talk to the puppets.


Play is too often seen as taking place apart from the learning experience, with schools focusing on play as recess outside the classroom. Play Language crashes through the wall of that mindset and allows us entry into the inner recesses of the mind where the imagination opens up and flows, generating emotional connections to ideas, and freeing children to be the source and motivation for their own behavioral life as self-propelled learners.  


Play Language has been shown consistently and predictably to reduce negative behavior issues such as classroom noise, rudeness, impulsiveness, fear, shyness, isolation, distraction, and absence, while also improving attentiveness in conversation, assignment completion, information retention, group cohesion, presentation skills, and overall enthusiasm. In the long term, kids exposed to appropriate levels of play won’t grow into adults who abuse children.


Play is a principle and a birthright. No guru, professional, or political icon is required.

The product is alive; its circulatory system begins and ends with children.

Play Language transmits -- and is propelled by -- life-giving energy-- like air, sun, and soil. Play is irrepressible and invisible and cannot be controlled and gate kept; yet it leads by revealing.


Children of all ages embody Play innately; they never outgrow their need for Play.

Teachers quickly learn to believe in and speak the language of Play; Parents embrace and gain wisdom from Play. Through Play, kids grow up to keep a life-affirming power they were born with.


Sesame Street was revolutionary for its time; but we have taken the art of puppetry and made it easy to use in the classroom.

  • We did it with paper

  • We imaged the brain on play. We imagined schools high on play.

  • We harnessed Play and declared it an Energy Form

  • We pushed play into the full range of learning spaces, from preK to college

  • We came up with a solution independently that could have been created in the MIT Media Lab.

  • You have to have the thread of a journey to follow, or the right questions don’t get asked.

  • Can Play be present in every classroom around the world? That’s what innovation looks like.



To make Play accessible, practical, and deliverable, we treat it like the form of Energy that it is--Brain Energy--and we direct that energy into the flow of communication inside classrooms, starting early and applying it throughout the school years. If MIT can house a Media Lab, then every school and every classroom can enjoy the same level of creativity and imagineering.


We do Play Language with material already abundant in schools, specifically construction paper. We then turn the paper into a system of hand-actuated art- and play-based media and language, and make it a hand, brain, body channel for communicating. When we move play energy into communication, we “dwell in the communication,” and generate the power to transform everything that play energy touches inside the 4-walls. Powerful, economical, and easy, Play Language is transmitted on an intimate Play Communication Wavelength that is capable of penetrating the three most impenetrable dimensions of the learning culture: communication, behavior, and knowledge itself; aspects of the culture that many people believe won’t ever change in education.


Think of interviews or conversations with cells and subatomic particles, or with planets or bees. Talk to Albert at age 16 imagining himself riding on light beams. If you want imagination flowing out of young people, they first have to speak the language of play. If you think for one minute that smart kids will never fall for this ploy, think again; This is where kids actually live, and where they’ve been waiting for us. Adults are the ones that must learn to believe and play. Forty years of research and development bear witness to this extraordinary innovation in learning and teaching, featured in Edutopia magazine and recognized in the annals of brain science. If you seek inspired, stress-free teaching and learning and aim to develop minds primed for intellectual pursuit and problem-solving, Play Language is the way.



Things could not be worse or more promising for what we have created. There is a deep concern on the part of parents and professionals about the negative consequences of screen time on kids and family life--including the powerful shadow of Big Teck cast over the learning culture . The parental trends now are toward non-tech, hands-on, wholesome activity; the recent cross country stampede at Build-A-Bear stores is one example of how strong this trend is. Play Language is not only a way for parents to avoid the gravitational pull of tech; it’s a way to help kids develop sharp, agile, proactive instincts for constructive interpersonal engagement and thought in school. Scotland just adopted play as the primary learning modality. As Testing becomes obsolete, Play is poised to become the emerging solution for education systems seeking a principle on which to reconstitute their foundations.



Play-Based Concepts expressed through puppets that move and talk on the paper Hinge have the power to break technology’s stubborn grip on the learning culture by infusing communication with powers far more human, creative, and productive in mind, language, and spirit than habits reflected in the digital mirror. The puppets spark energized communication -- no script, theater, or expensive hand puppets are required.


We have developed a powerful set of tools that grew organically out of the vision. To that point, the growth is based on the natural role of play in learning, growth informed by the ideas and methods that are part of play language and make it so easy and practical to use. Teacher writings reveal extraordinary user experience; represent empirical evidence that Play Language has the power to spread across cultures like the wind. When you harness the likes of electricity or the sun or the wind, you are bound to contribute something historic and beneficial to all that touch it. We have harnessed Play as Energy, according to the US Patent Office, and that’s enough of an objective valuation as we need to pursue the goal.  



Origami is fully immersed in Japanese culture. While not every American parent has purchased an Origami kit, parents worldwide are familiar with the Japanese craft and art that plays a big role in Japanese culture and education. Many teachers have remarked that Play Language is an ‘American origami’. It is less complex and therefore more inviting, plus the user can play with it. It is both art and media, with a purpose that is more declarative than decorative. It’s primary function is communicative and expressive, and its educational value magnitudes greater than its Japanese cousin. By using the physical artifact, the individual becomes a higher play-based art. Play Language -- springs off the primary folded paper Hinge. The Hinge taps into a play-based wavelength brain scientists observe in evolutionary behavior strategy across species using natural design, color, and movement; the African wild dog's tail, the bee dance, and the snapping turtle's tongue are examples. When was the last time you talked to a stomach?  



Parents, Teachers, Education Decision-Makers, friends and relations who share a common view that education needs to be transformed.  But many parents don’t yet know that play-infused communication can solve a host of problems at home and school. Part of our mission is to show them. Parents looking for ways to avoid the tech influence at home. Parents also want to help their kids find tools and strategies to help them tackle school assignments and projects will find a powerful solution in Play Language.


Teachers want, above all, to be loved; children love teachers who know how to play effectively in teaching; teachers want relief from factory teaching; want to feel creative; want to feel that there is a life in teaching; teachers want to feel proud; play makes them proud to be relating to kids in a way that makes them love their teachers who learn to feed their natural love for learning; teachers want to love teaching; play engenders that love. Teachers want autonomy, unity with their peers in the same way theater people feel connected and energized. Teachers want to feel the excitement, power and freedom of improv; play delivers that power. Teachers want respect, but they must first feel and derive self-respect and power in what they do.


Schoolkids, if not overtly stressed and depressed or fighting anxiety, bullying or self-doubt, are being covertly conditioned, evaluated, told what and what not to do; kids are not allowed to touch the part of them that moves and lives on their own volition. Over-controlled, over-sold to, over-connected to all but themselves in their own space, If children were set free, it would take them time to find themselves, but they would. For children, a factory learning culture is a crime against their humanity. A play-based learning culture will empower and engage vast numbers of children labeled and failed by a factory system.


The Culture needs to change; we all want it to change; a higher power must be the force that envelops the culture and changes everything that’s in it. Not according to anyone’s law or book or research but to the single principle that resides in kids and brings meaning deep into their lives,


Parents & Families are owned and cowed by school culture. They long for say and power. Teachers and the system should not be the soul determiners of a child’s education. Parents don’t want their kids tested and stressed, fearful and depressed about learning. Nevertheless, parents are often blind to the power of play and skeptical until they grasp it.


The Community: We all want Education brought into the light and made human for kids and teachers. And Play brings a kind of peace and safety that will pay dividends in time--faster than we imagine. We want kids primed by the civilising effects of play; they will be easier to live with, more receptive and motivated to listen to and cooperate; they will be empowered to become willing, motivated participants in the future.


We believe……..


That Public Education is the cornerstone of a strong, engaged democracy or representative republic.


That Play is a state of learning that reaches across and enriches the full spectrum of childhood development.


That Play can promote Teacher Talent, Well Being and Rewarding Satisfaction


That Play-Infused Learning can promote economic productivity, and innovation, increased public respect for teachers and their earning capacity.


That play propelled Culture Transformation is urgently needed and should drive all movement in Education


That Education should begin with and follow kids, and be guided by Play. Play is an organizing principle that our Learning Culture should be founded on.


That the learning culture--schools, classrooms, and children’s minds--should be declared Protected Space.


In the age of Media, we believe kids should be highly media literate, and should be exposed to  the ‘civilizing Influences’ of Play; that kids should develop life-skills In problem-solving, a hunger to make the world better, the building of self-confidence, voice, and the ability to think creatively and for themselves.  


  • We believe that parents should have primary control of their child’s school w/ help from community members.

  • We believe that Education should follow the Physician’s Oath:  First do no harm.

  • We believe that Education starts with Play. You can’t argue with Play.

  • We believe, like the American Academy of Pediatrics, that Play is a birthright.

  • We believe that a free and unadulterated learning culture should be a civil right under the Constitution.


The ending of the movie ‘Arrival’ features a universal language that the aliens wanted to share with people of the planet Earth. In our world, Play Language is universal to Earth’s aliens -- to the young aliens who just arrived here on Earth. Play is the language they speak.



  • Workshops (online & onsite classrooms)   

  • Publications: online, download

  • Kits/ Special Event products (retail, custom, to order)

  • Transformation Consulting

OUR PRODUCTS NATURALLY FIT A BROAD SPECTRUM OF MARKETS:  Health (Hospitals -- Pediatrics, Nutrition, Counseling, Early Childhood, Elementary, Middle, High, Home, Parent, Family, Gift, Event Planning, Travel, Seasonal, Museums, Advertising and promotion; and of course, the WEBSITE STORE:


Ours are low-cost, products, offered under the banner of Play Language and Puppetools, with impressive roots in science and international recognition ans credentials. Capturing even just a fraction of 1 percent would reap extraordinary revenue day by day and year by year in a way that would make Play Language the ubiquitous education fixture parents and teachers could claim and trust forever. Our vision for marketing to, and serving these segments will focus on specific areas of specialization, and apply across the spectrum from pre-K to higher education (foreign language & ESL/ EFL, for example).


Over the years, a number of products we developed as prototypes can be readily adapted into updated formats for publication.These include puppet patterns, story & puppet books, pre-cut specialty puppets and puppet kits; manuals, ebooks --and the like. These products are both in-house and user-generated; time-sensitive and  published on-demand; the product content is adaptable to all grades and subjects; content is produced in house and as well as in the field. Science, Math, English, History, Biography; plus current events of all kinds. The ultimate product is the higher level of communication that is produced in the learning space. Our product is not in a box; it’s actually the pathway out of the box.



(Online, in our case, is not babysitter; it’s a way for parents and kids to share and explore the possibilities of Play Language.


Puppetools Basics Online Classroom: $29 (Produced; Design Elements in Progress) We are familiar with online foreign language learning products; we enter the market with the Universal Play Language.  You can access the classroom at , and use the code     sx73rub


The Puppetools Activity Kit: $19.99   This simple Kit makes the Play proposition tangible element that makes the online offering attractive and economical enough for schools and families to afford.


“Turn any lesson into a story using Puppetools play media.”

COMING: Creating A Makerspace in Your School   $29 (Avail. Spring, 2019) This product helps to move us into the world Maker market with the focus on Play as a pathway into hands-on mathematics and geometrics. This puts the equivalent of the MIT media lab into the hands of every student and family.


Play Tectonics: The Art & Science of Learning Culture Transformation:  $49  (In production); Minimum of 10 participants; Annual Subscription/ Membership (in progress). For parents who are serious about transforming the schools in their communities through play processes and strategies.


Play Tectonics: Community Development Model For the cost of Staff Development Coord or a Curriculum Specialist, we can help schools uncouple themselves from the high costs of factory model education. (coming)


Celebrating the Emotional Connection to Learning  (Spring 2018)




Management:  Leader, Influencer, Navigator


Design & Writing Group: serving the sub-groups to support Sales, Marketing, Production, Research, Placement in Publications


Special Event Group, Publications


Education Group:  Targeting almost any conceivable education niche;


Product Development Group: Online Publishing of Play Books and Online Classrooms




Public Relations



Leader (Navigator)

Writer(s)  Product Dev,

Design   Product Dev./ Communication

Communications & Social Media

Marketing: Field: Presenters:  Classroom Support, Sales: Kiosks, Events, Account Builders, Strategic Visual Media Communicator, teacher-experimenters

Research (Science)

Music (Rap) on schools & play

Young People Community-Based Marketing

Accounting/ Legal



1973-77: Under consecutive grants received, and in a graduate-level teacher education class, began recording and documenting observations and anecdotal reports by teachers suggesting that the use of puppet media causes a significant and dramatic shift in perception, attention, motivation, emotion, participation, performance, involvement, and receptivity in children with similar changes accordingly for adults. Article in Instructor magazine generates 10,000 responses and inquiries worldwide, the largest response in the magazine’s history at that time..


1985-1990: Patents obtained for 'publishing utilities' create a technical basis and system for the evolving body of work, recasting puppet art into a media form capable of integration into common culture carriers like books and digital media.


1988-1990: Preliminary readings in brain science with focus on play behavior. Association with Paul D. MacLean, Senior Research Scientist Emeritus, in the Department of Neurophysiology, at the National Institutes of Mental Health, in Bethesda, MD, and author of The Triune Brain in Evolution.


1993-1998: Extensive fieldwork with New York area teachers, including extensive videography of teacher and student involvement with puppets in workshops and classrooms. Meeting with Frank A. Wilson, author of The Hand: How its Use Shapes the Brain, Language, and Human Culture.


1995-1999: Continuing research, readings, and white papers on the subject of communicative play; a unified learning theory is advanced, connecting hand puppet archetype and behavior to brain function. Development of Puppetools I: distance learning website; Puppetools is first online education course offered at New School for Social Research, New York City. One of 15 Arts-in-Education programs nationwide invited to participate in Kennedy Center symposium, Washington, DC.


2001-2003: Development of Puppetools, Phase II: web site as both training and research center and showcase. Association with Stuart L. Brown, M.D. at The National Institute of Play and collaboration with Thomas W. Bass, M.D. to study play using topographic imaging of the brain. Explorations also conducted at the Britton Chance Laboratory, University of Pennsylvania School of Medicine. Further research in Evolutionary Perspectives in learning.


2001-2002: In Consilience: The Unity of Knowledge, Harvard biologist O.E. Wilson calls for the incorporation of the arts and humanities into the natural sciences. Wilson's view of art as a genetically based element of human evolution that provides 'agency' in the firing and transmission of neuronal activity not only frames and supports the evolving 'puppet theory', but also provides a basis for the truth-is-stranger-than-fiction proposition that puppet play, in terms of the response it elicits and its effect on human communication, is a real, living symbolic outgrowth of mind.


2003: Seattle, WA, Exhibit of Poster at the Pediatric Academic Societies annual meeting, Novel Motor/Somatosensory Activity Is Associated With Increased Cerebral Cortical Blood Volume Measured by Near-Infrared Optical Topography; Jeffery L. Peyton, BS; W. Thomas Bass, MD; Bonnie L. Burke, MS; L. Matthew Frank, MD. Journal of Child Neurology, 2005;20:000–000).


2004: "Emotions, Learning, and Education" brain science symposium: At the invitation of the Organization for Economic Cooperation and Development, two papers are presented in Copenhagen, Denmark: Theory of Puppet Play and Play Language Applications.


2005: Publication as “Special Article” of Novel Motor/Somatosensory Activity Is Associated With Increased Cerebral Cortical Blood Volume Measured by Near-Infrared Optical Topography in The Journal of Child Neurology. Field Theory of Communication and Learning is written.


2007: Launch of Phase III web site. Puppetools is featured in the March issue of Edutopia magazine.


2008-2012: In collaboration with YES Across America, a grass-roots plan is launched to enlist the young and families to promote and market Puppetools. The Puppetools web site is patented as a Puppetry Based Communication System, Method, and Internet Utility; the patent office accepts the premise that play is energy form and a critical learning resource that requires a unique utility application for directing play energy into communication between adults and children.


2014 - 2018  Formation of the current Play Tectonics team; Co-Sponsorship of MakerFest RVA in Richmond, VA to mark the formal introduction of Play Tectonics to its home region; active engagement with School Reform  Movements.                    


TESTIMONIALS (taken from our collection of Teacher Journals)

I don't think I have ever been so excited about anything in teaching before (and I have taught for more than 20 years). Watching the children's reactions is most exciting and besides I really feel I am being creative--something I never felt before. Thank you so much!

-Marilyn, Special Ed.

This really is exciting. I still can hardly believe that a paper puppet can be so magical. Thank you. I feel you've handed me a very special gift!

-Linda, 4th Gr.

My students' reaction was unbelievable. This paper puppet named Worried Willie had become real to them. I put him down on the round table and they picked up very tenderly. They seemed to understand his shyness and lack of confidence, and evidently empathized with him.  I felt absolutely amazed that this paper puppet could do more to relax my students than all the kind words I could offer.

-Rosalie, Sixth Gr.

This has been the most enjoyable first few weeks of school I can remember!

- Marilyn, 2nd Gr.

I don't think I could quit even if I wanted to. My kids won't allow me. "Isn't Diane coming today?' I heard three different students say. I couldn't believe what I was hearing from one of my "tough guys." I can't believe the attitude of my students. They are different. They are excited and I'm excited.

-Chonita, Third Gr.

The effect of the puppet on the students amazed me. I had 12 students ask me for the study sheets so that they could work on their facts at home for the timed test the next day. This had never happened before.   

-Helen, 3rd Gr.

Their response was fantastic. Was this my same class? There was more verbalization in the class than I had ever seen before. Most rewarding to me was the how the lesson expanded spontaneously and seeing the faces of the children eager to learn.  

-Gene, 4th Gr.

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