Playful Learning Landscapes: Promoting Literacy through Youth Engagement and Culturally Relevant Design

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  • Additional Information
    • Availability:
      National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: [email protected]; Web site: http://www.niost.org
    • Peer Reviewed:
      Y
    • Source:
      8
    • Subject Terms:
      Language Acquisition; Interaction; Cultural Relevance; Play; Interpersonal Communication; Literacy Education; Community Programs; Environmental Influences; Playgrounds; Libraries; Child Development; Urban Areas
    • Subject Terms:
      Pennsylvania (Philadelphia)
    • Abstract:
      High-quality language interactions not only support children's language development, but also promote better long-term academic outcomes. Language learning is the single best predictor of later growth in language, literacy, mathematics, and social development. However, many families do not have access to educationally enriched spaces that spur high-quality language opportunities. This leads the authors to ask what educators and policymakers can do to expose children to high-quality interactions that promote literacy skills. The Playful Learning Landscapes (PLL) initiative, which is presented in this article, was founded on the premise that children from all communities should have access to beautiful, enriching, and culturally relevant play environments that help them thrive. Working with community members, the authors co-designed public spaces that promote the kinds of adult-child conversations that lead to literacy learning.
    • Abstract:
      ERIC
    • Publication Date:
      2022
    • Accession Number:
      EJ1333560