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Learning Landscapes, caregivers, and young children: Results from a multiple methods study
Misty D Krippel1, Michaelene M Ostrosky1, Catherine Corr1
1Department of Special Education, University of Illinois, Urbana-Champaign, Illinois, USA.
Infant Mental Health Journal
|July 14, 2025
Summary
Learning Landscapes (LLs) transform community spaces into playful learning zones. These structures foster caregiver-child interactions and developmental gains, especially for children from lower-income backgrounds.
Area of Science:
- Early Childhood Education
- Community Development
- Developmental Psychology
Background:
- Learning Landscapes (LLs) are innovative community structures designed to create engaging, family-friendly activities in public spaces.
- These structures aim to foster developmentally supportive interactions (DSI) between caregivers and children, including those with disabilities.
- Playful learning within LLs may offer developmental benefits, particularly for children from lower-income backgrounds.
Purpose of the Study:
- To examine caregiver perceptions of outdoor Learning Landscapes (LLs).
- To analyze caregiver-child play interactions within an outdoor LL setting.
- To assess the impact of LLs on caregiver knowledge of child development and strategy use.
Main Methods:
- A multiple methods study was conducted in the US.
- Included 10 caregivers and their children interacting at an outdoor LL.
- Data collection involved observations and interviews.
Main Results:
- Observational data indicated high levels of caregiver-child engagement.
- Interview data revealed caregivers perceived improved positive interactions during LL activities.
- LLs enhanced caregiver knowledge of child development and influenced perceptions of strategy use.
Conclusions:
- Environmental prompts, like LLs, can promote DSI in everyday settings.
- LLs provide valuable opportunities to support children's early development.
- These community-based interventions show promise for fostering child development.
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