out of school learning
Out-of-school learning (OSL) programs offer a unique space for children and youth to build relationships with adults. Research shows that through these relationships, children and youth can develop in positive ways and build skills to set them up for success in their future. Strong relationships are grounded in the moment-by-moment interactions that occur every day. Through Simple Interactions, we aim to enhance the positive interactions we see and to make more of them in OSL settings.
In partnership with the Allegheny Partners for Out-of-School Time (APOST), we’ve facilitated Simple Interactions with over 40 out-of-school learning programs in the Pittsburgh region. This includes a randomized control of the Simple Interactions professional development. We find that using the SI process has an impact on staff beliefs about the importance of relationships. Participants have also shared how SI has helped to develop a common language and to build community among program staff.
We previously offered the Simple Interactions Leadership Program (SILP) for afterschool and informal educators. The SILP was an advanced professional development experience intended for individuals with a passion for youth development. Participants engaged in a series of strength-based workshops that help them identify ways to increase developmental interactions between adults and youth and positively supporting the social and emotional wellbeing of the youth they serve. Throughout the program, participants engaged in the Simple Interactions process of watching videos of themselves and colleagues. In addition, they identified a practice technique of interest in which to deepen their expertise. The course also provides support for using the tools of social science to increase understanding about their topic of choice. Participants work as a cohort to strengthen each other’s work through feedback and review.
In partnership with the Allegheny Partners for Out-of-School Time (APOST), we’ve facilitated Simple Interactions with over 40 out-of-school learning programs in the Pittsburgh region. This includes a randomized control of the Simple Interactions professional development. We find that using the SI process has an impact on staff beliefs about the importance of relationships. Participants have also shared how SI has helped to develop a common language and to build community among program staff.
We previously offered the Simple Interactions Leadership Program (SILP) for afterschool and informal educators. The SILP was an advanced professional development experience intended for individuals with a passion for youth development. Participants engaged in a series of strength-based workshops that help them identify ways to increase developmental interactions between adults and youth and positively supporting the social and emotional wellbeing of the youth they serve. Throughout the program, participants engaged in the Simple Interactions process of watching videos of themselves and colleagues. In addition, they identified a practice technique of interest in which to deepen their expertise. The course also provides support for using the tools of social science to increase understanding about their topic of choice. Participants work as a cohort to strengthen each other’s work through feedback and review.
Informal Learning
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Informal learning environments are rich in opportunities for children and youth to learn and connect with adults and peers. And, informal environments play an important role in shaping how people grow and develop as depicted by the image from the LIFE Center, to the right. As the image shows, some of our learning happens in formal environments - particularly in our early years - but the majority of our learning happens outside of these formal settings. From museums, to libraries, to parks, and everything in between - enhancing interactions in informal settings is essential to supporting children’s healthy development and learning.
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We have worked with educators to adapt Simple Interactions in the following informal learning contexts and look forward to expanding into other informal settings as well.
Museum and Makerspaces
Since 2015, we have collaborated with the Children’s Museum of Pittsburgh’s Learning and Research team and MAKESHOP and Studio Teaching Artists. Through this partnership, we have developed models of facilitation - focused on the universality of the SI domains - and we have conducted research about interactions in this context. Educators reflected on the techniques they use to facilitate maker activities, such as circuit blocks, sewing, and woodworking, and the different aspects of the makerspace environment that shapes interactions. We also had deep conversations about how the universal SI domains of connection, reciprocity, opportunity to grow, and inclusion fit into this unique context.
This includes Makerspaces. Making is characterized by exploratory, interest-driven, and hands-on learning that incorporates arts, science, technology, and engineering. The way that adults interact with children while facilitating maker-based learning is a big deal. They can ask questions, spark interest, and push children’s thinking about experiences in the makerspace. As making expands across a range of settings, from museums and libraries to afterschool programs and schools, engaging educators in thoughtful and constructive professional learning experiences like SI is key for educational making to thrive.
Library
We have partnered with the Carnegie Library of Pittsburgh to develop the SI Leadership Program, an advanced professional development through which participants take a deep dive into Simple Interactions and apply the foundation of SI to their work with children and youth. We find that developing relationships is a primary focus of library staff and the SI framework is useful in bringing this to the forefront.
Outdoor Education
We worked with the Pittsburgh Parks Conservancy to understand how adult-child interactions play a role in supporting children in building lifelong connections to nature. Staff shared that the process of SI helped them to be mindful about their work with children.
Museum and Makerspaces
Since 2015, we have collaborated with the Children’s Museum of Pittsburgh’s Learning and Research team and MAKESHOP and Studio Teaching Artists. Through this partnership, we have developed models of facilitation - focused on the universality of the SI domains - and we have conducted research about interactions in this context. Educators reflected on the techniques they use to facilitate maker activities, such as circuit blocks, sewing, and woodworking, and the different aspects of the makerspace environment that shapes interactions. We also had deep conversations about how the universal SI domains of connection, reciprocity, opportunity to grow, and inclusion fit into this unique context.
This includes Makerspaces. Making is characterized by exploratory, interest-driven, and hands-on learning that incorporates arts, science, technology, and engineering. The way that adults interact with children while facilitating maker-based learning is a big deal. They can ask questions, spark interest, and push children’s thinking about experiences in the makerspace. As making expands across a range of settings, from museums and libraries to afterschool programs and schools, engaging educators in thoughtful and constructive professional learning experiences like SI is key for educational making to thrive.
Library
We have partnered with the Carnegie Library of Pittsburgh to develop the SI Leadership Program, an advanced professional development through which participants take a deep dive into Simple Interactions and apply the foundation of SI to their work with children and youth. We find that developing relationships is a primary focus of library staff and the SI framework is useful in bringing this to the forefront.
Outdoor Education
We worked with the Pittsburgh Parks Conservancy to understand how adult-child interactions play a role in supporting children in building lifelong connections to nature. Staff shared that the process of SI helped them to be mindful about their work with children.