Meeting Families Where They Are: Leveraging Spaces to Advance Early Learning and Literacy

During this engaging discussion, CGLR highlighted in research and practice how everyday spaces ― laundromats, playgrounds, supermarkets, libraries, hospital waiting rooms and others ― can transform into literacy-rich environments with learning opportunities for families and young children. Speakers included Helen Shwe Hadani, Ph.D., of The Brookings Institution, who drew on her background and expertise in the fields of developmental science and placemaking to put this work into a broader context; Brenna Hassinger-Das, Ph.D., of Pace University, who discussed how Playful Learning Landscapes (PLL) has transformed a variety of public spaces into learning environments; and Jane Park Woo of Too Small to Fail (TSTF), who showcased the diverse ways TSTF works with partners to turn informal spaces into locations that foster child development and learning.

Hadani began by sharing broader context about why it’s so important, especially given evidence pointing to a widening distribution of children’s learning outcomes as a result of the COVID-19 pandemic, to think about learning in public spaces outside of school contexts. “Achievement gaps between cognitive and social skills of middle-income children and their peers living in under-resourced areas emerge as early as age 3, and that sets the path or trajectory leading children from poor or marginalized communities to poor academic performance,” Hadani stated. “COVID makes it even more apparent and more urgent to think about enriching learning opportunities in everyday environments that are accessible to all children and families.” 

Hassinger-Das provided an overview of PLL, developed to address the educational, physical activity and psychological needs of today’s families through the transformation of everyday spaces into learning environments. Examples included learning-rich installations in grocery stores, bus stops, libraries and vacant lots. Hassinger-Das also discussed the importance of placing the community at the center of these initiatives to guide and inform the reimagining of public space to foster learning. 

The session continued with Woo presenting the many ways that TSTF is transforming common spaces into literacy-rich environments, from hospitals, grocery stores and waiting rooms to laundromats, housing complexes and playgrounds. Woo presented three “calls to action”: 1) promote a culture of literacy in everyday spaces by surrounding children and families with early language and learning opportunities; 2) use informal environments as “hubs” to create greater access to early learning resources like books and other print-rich materials; and 3) explore community partnerships to collaborate with local organizations, libraries and civic groups that can serve as “trusted messengers” for children and families. 

Attendees posed a variety of questions to the speakers, including inquiries on how to bring PLL and TSTF resources into communities across the country, which key partners to have at the table for advancing this work, the impact of COVID-19 on the utilization of public places, and how traditional learning institutions can continue to reach and serve families in new ways during this time. The session ended with a question for attendees: “What kinds of informal places are there in your community that could be transformed into spaces that support early child development and growth?” Participants left with ideas and inspiration for improving the lives of children and families and the quality of their living environments.

If you were able to attend the session, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives, ideas, critiques and recommendations that better inform our key audiences.