A Virtual Gratitude Reception, From A to Z: CGLR Salutes Aquariums and Zoos

Moderator Munro Richardson, Ph.D., of UnconstrainedKids.com opened the conversation by introducing the concept of constrained versus unconstrained skills in children and how differences in unconstrained skills primarily drive the achievement gap. Richardson noted that skill-building is a messy process of building, collapsing, and rebuilding, requiring multiple opportunities in different contexts.

Alena Rivers, MLIS, of the Association for Library Service to Children (ALSC) noted that library storytimes have evolved from passive listening to interactive experiences by connecting children to physical objects pointed out in a book to build on vocabulary and generate questions about the book and the surrounding environment. ALSC also is involved with the Public Library Association’s “Every Child Ready to Read” initiative, which educates caregivers on how to incorporate the practice of singing, talking, reading, writing, and playing with children during storytime, which is critical to a child’s early literacy skills.

Kari Hart of the Association of Zoos and Aquariums discussed how zoos and aquariums provide experiential learning and foster intergenerational learning. Zoos and aquariums build a child’s worldview and perspective on the natural world and contribute to the value of reading and lifelong learning by creating experiences that prompt a child to seek more information at libraries or other cultural institutions.

Melissa Ballard of the Association of Science and Technology Centers (ASTC) talked about the “wonder and awe” a child experiences when they enter a science or technology center — they see it as a place for play and socialization. The programs and exhibits in ASTC facilities focus on social-emotional learning and skill development, as well as allowing visitors to experience physical phenomena, question, and learn.

Arthur G. Affleck III, M.Ed., J.D., of the Association of Children’s Museums explained how children’s museums create environments for discovery and excitement with “learning through play,” emphasizing guided play with learning objectives where children have agency. Children’s museums intentionally foster social-emotional development, collaboration, self-management, and sharing.

Ronald Ferguson, Ph.D., of The Basics, Inc., focused on providing parents with a “mental map” or theory of change for child development. He talked about the importance of creating exciting experiences for children as these experiences imprint learning on the brain. Ferguson discussed the Five Basic Principles of raising successful children — “maximize love-minimize stress; talk, sing and point; count, group, and compare; explore through movement and play; and read and discuss stories.” His book, The Formula: Unlocking the Secrets to Raising Highly Successful Children, outlines roles parents play in fostering success.

Throughout the discussion, panelists addressed how each works to develop unconstrained skills in children. They discussed concerns about how different organizations engage and collaborate with partner and community organizations to create exciting experiences for children that are community-wide and ubiquitous, which makes an “ecology” of community supports for families. Finally, each addressed specific challenges that uplift low adult literacy, disaster-stricken communities, outreach to rural communities, and students with special needs.