Thus, developers have found it useful to draw on the strengths, interests, concerns, and goals of diverse families by involving them in the design, implementation, and evaluation of their own and their children's learning programs. They respect and incorporate into the program families' naturally-occurring literacy activities and traditions, including, as appropriate, their intergenerational orientation. Such collaboration with parents facilitates learning by maximizing participants' familiarity with curriculum topics and increasing their self-confidence and feelings of empowerment. It also produces a group identity and a safe and supportive atmosphere for sharing concerns, and promotes attendance and retention. Place of Service Most programs provide services both at their centers and in the families' home.
Families learn through field trips and informal activities off site.
Literacy learning at all locations is connected to the instruction at centers, with much of it provided in the context of early childhood development, parenting, use of community resources, and employment. Center spaces that house parenting classes and family literacy activities promote comfort, sharing of insights and information, and creativity, through furnishings such as couches and work tables for group projects. Many have kitchens and dining areas because meal preparation and communal meals are venues for learning a variety of skills. The most engaging curriculum, activities, and learning materials provide valuable and useful information about parenting, respond to participants' needs and interests, and are culturally and linguistically relevant. Attitudes about child-rearing, including behavior management.