Learning Landscapes, caregivers, and young children: Results from a multiple methods study.

IF 2.1 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Mental Health Journal Pub Date : 2025-07-14 DOI:10.1002/imhj.70034

Misty D Krippel, Michaelene M Ostrosky, Catherine Corr, Kathyrn M Bailey

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引用次数: 0

Abstract

Learning Landscapes (LLs) are family-friendly structures that transform community spaces (e.g., parks and bus stops) into engaging activities. The community structures are designed to encourage children to explore their environment while fostering developmentally supportive interactions (DSI) and learning opportunities between caregivers and children, including children with disabilities. Playful learning provided through LLs could result in developmental gains for children from lower-income backgrounds. The purpose of this multiple methods study, conducted in the US, was to examine 10 caregivers' perceptions and play interactions with their children while at one outdoor LL. Observational data revealed high caregiver-child engagement, and interview data indicated that caregivers perceived improved positive interactions during LL activities. The LL also promoted caregivers' knowledge of child development and impacted some participants' perceptions of generalized strategy use. Taken together, environmental prompts, such as those within LLs, can promote DSI in everyday environments, offering opportunities to boost children's early development.

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学习景观、照顾者和幼儿：多方法研究的结果。

学习型景观（LLs）是家庭友好型结构，将社区空间（如公园和公交车站）转变为引人入胜的活动。社区结构的设计旨在鼓励儿童探索他们的环境，同时促进照顾者和儿童（包括残疾儿童）之间的发展支持互动和学习机会。通过LLs提供的有趣学习可以为低收入背景的儿童带来发展收益。在美国进行的这项多方法研究的目的是检查10名护理人员在户外活动时与孩子的感知和互动。观察数据显示，照顾者与儿童的互动程度较高，访谈数据显示，照顾者在LL活动中感知到积极互动的改善。LL还促进了照顾者对儿童发展的了解，并影响了一些参与者对广义策略使用的看法。综上所述，环境提示，如在日常环境中，可以促进DSI，为促进儿童的早期发展提供机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Infant Mental Health Journal PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.10

自引率

8.30%

发文量

期刊介绍： The Infant Mental Health Journal (IMHJ) is the official publication of the World Association for Infant Mental Health (WAIMH) and the Michigan Association for Infant Mental Health (MI-AIMH) and is copyrighted by MI-AIMH. The Infant Mental Health Journal publishes peer-reviewed research articles, literature reviews, program descriptions/evaluations, theoretical/conceptual papers and brief reports (clinical case studies and novel pilot studies) that focus on early social and emotional development and characteristics that influence social-emotional development from relationship-based perspectives. Examples of such influences include attachment relationships, early relationship development, caregiver-infant interactions, infant and early childhood mental health services, contextual and cultural influences on infant/toddler/child and family development, including parental/caregiver psychosocial characteristics and attachment history, prenatal experiences, and biological characteristics in interaction with relational environments that promote optimal social-emotional development or place it at higher risk. Research published in IMHJ focuses on the prenatal-age 5 period and employs relationship-based perspectives in key research questions and interpretation and implications of findings.