Informal Learning Spaces: Extending the Experience in the Time of COVID-19

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - Solicited Content: COVID-19 Related

Abstract

The early years are an important learning time for young children. In the context of this important developmental period, young children's relationships are a central factor in their early development and overall well-being, particularly the family environment and the caregiver-child dyad. Some of the most important learning opportunities for young children occur with a caregiver in informal learning environments (ILEs), which may refer to a variety of public spaces, such as museums, zoos, aquariums, botanical gardens, and natural areas (Paris 2002).
Measures put in place by ILEs since the outbreak of COVID-19, such as masks, closed free play spaces, and limited hands-on activities, have an impact on the experiences of this audience in particular. A research project was designed to examine what types of caregiver-child (ages 0-5) interactions that may influence the development of young children's early interests and knowledge across contexts, including ILEs. This presentation is focused on the challenges inherent in studying these interactions in the context of COVID-19.

Methods
In Spring 2020, a survey of education professionals (n=58) across different kinds of ILES was conducted. Survey questions were focused on how these professionals think about boundary crossing and the learning experiences that their institution offers. Questions centered around “early childhood” (as defined by each ILE) as an audience, but questions about offerings for other populations were also included. This survey was intended to provide context for observations of boundary crossing experiences of young child (ages 0-5)-caregiver dyads across visits to two different ILEs, and in their daily life.

Preliminary results and implications
Survey results indicate that since the effects of COVID19, more ILEs are thinking about how to bring the experience that they offer outside of the physical space. This is something that many informal learning professionals want to continue to focus on beyond the effects of COVID19, if they have the resources available to them. Many of the logistical factors around reopening discourage the kind of young child-caregiver interactions that I wish to observe. These practical limitations to observation will be discussed in this presentation.

Author

• Emily Holm Tobin, University of Washington
  Presenting Author