Thanks to Nikki Witt, the Youth Services Coordinator from the D.R. Moon Memorial Library in Stanley for sharing insights and take-aways from the UW Madison iSchool Course: Playing Around:  The Library’s Role in Playful Learning for Young Children.  Nikki was able to take this course thanks to a scholarship from IFLS, with funding provided with a grant from the Wisconsin Department of Public Instruction with funds from the Institute for Museum and Library Services.  

Libraries have always been a beacon of knowledge and curiosity, but their role in shaping the minds of young children through playful learning is becoming increasingly significant. Recently, I had the opportunity to participate in a six-week online course at UW-Madison I-School entitled “Playing Around: The Library’s Role in Playful Learning for Young Children.” The course provided invaluable insights into how libraries can better support the developmental needs of children through thoughtful design and activities. Here, I share some of the profound lessons learned.

The Impact of Play on Children’s Brains
One of the aspects of the course I found fascinating was understanding how play affects the brain of young children. Play is not merely a leisure activity; it is a critical component of cognitive, social, and emotional development. Through play, children explore their environment, learn to solve problems, and develop language and motor skills. The course highlighted various scientific studies showing that engaging in playful activities stimulates neuronal connections, enhancing brain plasticity and promoting long-term learning capabilities.

Seeing the Library Through the Eyes of Children
Libraries are often designed with a focus on aesthetics and functionality from an adult perspective. Bright colors, interactive displays, and exploratory items might seem appealing and engaging. However, it is essential to consider how these elements affect young children. The course emphasized that what adults perceive as stimulating could potentially overwhelm children, leading to sensory overload. Therefore, libraries must adapt their environments to be both engaging and calming for their young patrons.

          Understanding Your Audience
To effectively cater to the needs of young children, it is crucial to understand the demographics and behaviors of the library’s audience. Are children visiting the library daily, weekly, or monthly? This frequency should inform you how often changes are made to the children’s areas. For instance, if children visit daily, small adjustments such as rotating books or altering decorations weekly can keep the environment fresh and engaging.
Conversely, if visits are less frequent, more substantial changes can be implemented quarterly.

Adapting Environments Without Structural Changes
While structural modifications to a library might be infeasible, there are many creative ways to adapt the space for young learners. Simple alterations like rearranging bookshelves or utilizing rolling carts can create dynamic and inviting areas. These modifications can help establish reading nooks or quiet places where children can focus or interact with caregivers one-on-one. The flexibility of these changes ensures that the library remains a welcoming and stimulating environment for children.
          Creating Functional Zones
The course offered practical strategies and planning resources for organizing library spaces to accommodate different activities and needs. For example:

• Reading Nooks: Cozy, comfortable areas where children can immerse themselves in books.
• Quiet Spaces: Designated zones for focused activities or one-on-one interactions with caregivers.
• Interactive Areas: Spaces with tactile and sensory activities that promote exploration and learning.

          Flexible and Responsive Design
The overarching theme of the course was the importance of flexibility and responsiveness in library design. Libraries should be prepared to adapt based on the feedback and needs of their young patrons. This might involve trialing different setups and observing how children interact with the space, allowing for continual improvement and optimization.

Conclusion
The insights gained from the UW-Madison I-School’s online course have profoundly influenced my perspective on the role of libraries in playful learning for young children. By understanding the impact of play on brain development, viewing the library environment through the eyes of children, and making thoughtful adjustments to the space, libraries can become invaluable resources in fostering the growth and development of their youngest visitors. The lessons learned will undoubtedly guide future efforts to make our library more engaging, stimulating, and comforting places for children to learn and play.