Implementing a Virtual Enrichment Program for Young Children: Attention to Vocabulary Skills

Children’s education has been affected by the COVID-19 pandemic as it has drastically limited opportunities for children to gain exposure to both formal and informal learning environments. As a result of the pandemic “most young children have had to adjust to the minor and major changes and difficulties (e.g., school closures, limited experiences, loss of routine, etc.) in daily lives over an extended period”, and the need for the development of virtual programming has become imperative (Bae & Bae, 2022). Children’s museums are an example of an informal learning setting that offers children to develop their language and vocabulary skills through play-based interactions. As more technological resources are created, it is important to understand how to apply digital tools to help supplement school-based language and vocabulary instruction. The Urban Child Study Center (UCSC) partnered with the Children's Museum of Atlanta (CMA) to understand better how informal learning environments can evolve in the digital space. The purpose of the partnership was to develop and pursue the implementation of a virtual play-based curriculum that provides exposure to rich vocabulary and scientific concepts. An iterative cycle model was used to develop programs that offer an approach for maximizing children’s engagement and vocabulary retention.

This presentation will describe the components of the iterative cycle model which include curriculum development, training, curricula delivery, evaluation, and feedback loops. Curricula development included the selection of particular vocabulary and scientific concepts as well as alignment with appropriate Georgia curricula standards. The development and delivery of curricula integrated the CROWD approach (Completion, Recall, Open-ended, Wh, Distancing). This approach was supported by research that suggests that the use of verbal and non-verbal channels in multimedia-enhanced storybooks benefit children’s learning (Anguiano, 2021). Virtual program evaluation was offered by providing feedback about program delivery and children’s learning and engagement with the virtual program activities. This presentation will also describe how the UCSC and CMA collaborate through a Research-Practice Partnership (RPP) model. RPPs can be a powerful tool for bringing educators, researchers, schools, and families together to mediate some of the effects of COVID-19 learning disruption.