Playful Learning Landscapes

Promoting Literacy Through Youth Engagement and Culturally Relevant Design

By Rachael Todaro, Brenna Hassinger-Das, Jennifer M. Zosh, Sarah R. Lytle, Roberta M. Golinkoff, & Kathy Hirsh-Pasek

High-quality language interactions not only support children’s language development but also promote better long-term academic outcomes (Hirsh-Pasek, Adamson et al., 2015; Huttenlocher et al., 2010; Pace et al., 2019; Storch & Whitehurst, 2002). Interactions in the form of frequent back-and-forth conversations between caregiver and child predict language growth in children (Adamson et al., 2014; Hirsh-Pasek, Adamson et al., 2015), regardless of whether families are from highly resourced or underresourced environments (Masek et al., 2020).

 

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The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College

Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal

Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA

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