Abstract:

The TOYBOX project is a locally developed social enterprise from Canada providing free evidence-based, play-based literacy, numeracy and wellness activities for caregivers (e.g., parents and educators) and their 2-to-8-year old children. This presentation introduces the TOYBOX project, includes research on its effectiveness, and outlines subsequent planning stages to support project success. The project emerged out of a local concern that children's skills in literacy and numeracy were declining based on international assessment results (e.g., PISA, 2015). The project was a response to a local call to action by educators, researchers and parents to enhance children's skills development. Supported by decades of early learning research (e.g., Korucu & Duncan, 2026; Skwarchuk et al., 2023), community educators and parents gathered to connect research with playful intentioned learning activities and pedagogical recommendations. Considering Vygotsky's (1978) zone of proximal development, and the socio-ecological layering that affects children's development (Bronfenbrenner, 1987) a goal was to share concise, practical knowledge with caregivers who play an important role in shaping early learning environments. High school students became involved as graphic design interns based on sustainable mentoring models (Hassain, 2012), and they created whimsical characters, illustrations and materials (e.g., stickers) to make the learning resources visually engaging and appealing for children. Parents volunteered to showcase their children completing the activities, contributing to outreach videos demonstrating how families interpret and implement TOYBOX activities. Indigenous communities contributed cultural contexts and language suggestions to support activity completion in local Indigenous dialects. The project team also partnered with the university's Prairie Climate Centre to encourage sustainable development and child-friendly explanations of environmental science. Although activities may be completed in any language, content materials are presented in English, with translation beginning in French. Some content is accessible in additional languages to support Canadian newcomers through the work of volunteer translators. TOYBOX activities are archived on an open-access website (www.TOYBOXManitoba.ca). Activities are organized by difficulty level- beginner, intermediate and advanced- allowing caregivers to choose a suitable level. Financial support has been provided through a combination of university funding, government contracts, community outreach programs and research grants. Future planning will focus on developing creative approaches, including potential digital platforms to sustain and expand project goals. Quantitative and qualitative data collected from project contributors, parent participants and controlled preschool intervention studies are presented in a macro-level sequence to illustrate project development and outcomes. TOYBOX has also benefitted from strategic planning tools such as SWOT analysis, and the integration of interdisciplinary perspectives (e.g., business, psychology, education) to support inclusive outreach for diverse learners. This presentation aims to provide insight into the development and sustainability of a social enterprise, encourage discussion about financial sustainability, and highlight the importance of intentional play-based pedagogical practices in an increasingly busy and uncertain global context.

Keywords:

Activities, parents, educators, preschool, literacy, numeracy, wellness, intervention, social enterprise, learning.