Evidence‐based meets community‐centred: A new approach to creating informal learning opportunities for children

Abstract

AbstractInformal learning spaces present ripe opportunities to supplement formal learning experiences. In this paper, we offer a new approach to creating enriching learning activities for public spaces that reflects evidence‐based practices rooted in developmental psychology and uses community‐centring practices from participatory research approaches. We first argue that extant theory and research supports the use of guided play pedagogy to foster learning. Second, we argue that effective translation of research to practice should incorporate community voices at every stage of the design, implementation and evaluation process. We describe a new initiative called Playful Learning Landscapes that reflects tenets of core developmental theory including constructivism and social learning theories as well as guided play pedagogy. Playful Learning Landscapes also extends the scope and scale of these evidence‐backed theories by collaborating with communities to design activities for local community spaces. Taken together, we offer a way of upholding core developmental theory with equitable, culturally inclusive research and intervention practices. Transforming community spaces into hubs for children's learning promises wide‐reaching implications for equitable access, school readiness and early childhood education.