Virtually all parent involvement programs encourage parents to talk to their children. LLF’s work answers the common question, “What should I talk about?” LLF’s learning models turns everyday objects and environments into conversation starters with young children

LLF’s commitment to language development draws on Hart and Risley’s pioneering work linking language development with physical changes in the brain, Vygotsky’s theory of proximal development, Piaget’s stages of development., and Dewey’s linking formal and informal education.

As Hart and Risley’s note… “parent-talk defines and labels what children should think and notice about the world, their family, and themselves…. Words and sentences, internalized as symbols… become the basis for logical thinking, problem solving, and self-control.”

Understanding the impact of visual literacy and how families learn together expands on work by museum educators  John Falk, Lynne Direking,  Phillip Yenawine and others.

LLF’s learning model and its partnership approach are rooted in original research undertaken in partnership with the National Head Start Association in the early ‘90’s which  explored Head Start and museum assessment of collaboration among parents, teachers, and museum educators and projected substantial benefits for children from an emphasis on visual learning. (Wiener, L, NHSA Research Quarterly, Vol 1, Number 1, Winter, 1997)

Combining the strengths of the different disciplines LLF has created an easy to use tool for parents, teachers, and others who seek to engage young children in learning.