Lending Library
Category
Early Care and Education
Child's Age
Prenatal, 0-1 years, 1-2 years, 2-3 years, 3-4 years, 4-5 years
Participant
Children, Parents/Guardian, ECE Owner/Operator, ECE Teachers, Human Service Professionals, Medical Professionals
Languages
English, Spanish, Other
Brief Description
Lending libraries allow families and Early Childhood professionals to borrow materials such as books, toys, activity kits, and hardware to support early learning and development and quality of the learning environment.
Expected Impact
- Improved access to developmentally appropriate materials for use by families and professionals alike
- Improved child care program quality in centers and family child care homes
- Increased likelihood of families registering for other Smart Start Local Partnership services
Core Components for Model Fidelity
- Policies and Procedures: Lending libraries must have the following policies and procedures in place:
- Cataloging materials (electronic database is strongly recommended)
- Tracking materials through the borrowing process (barcode scanning system connected to electronic database is strongly recommended)
- Storing, cleaning, repairing, and replacing materials
- Registering members/users
- Materials: The lending library must consist of high quality, developmentally appropriate materials and resources, such as activity kits, books, toys, and hardware for professionals (laminator, computer, printer, etc.). The content must represent a range of cultures and approaches to supporting child development and be considered culturally sensitive. The content and materials must also be accessible to children with different developmental needs, including children with disabilities.
- Staffing: Lending library staff must be well-versed in the maintenance of materials, including replacing damaged/lost items and sanitizing used toys. They must have experience with supporting families and professionals and a knowledge of child development.
Languages Materials are Available in
English, Spanish, Other*
*Contact purveyor about additional available languages.
Delivery Mode
Materials are typically checked out and returned in person, but ECE Technical Assistance Providers (TAs) may check out materials by proxy for ECE professionals they are actively coaching.
Dosage
Each lending library is responsible for determining an appropriate check-out process, including the length of time materials can be checked out and the option to renew the loan.
Infrastructure for Implementation
Materials: Electronic system for cataloging/managing materials, cleaning equipment, developmentally appropriate materials (activity kits, books, toys, etc.), and/or supplies for professionals (laminator, computer, printer, etc.).
Space: Ample space for storing materials and, if necessary, play space for lending library users to interact with materials.
Staffing Requirements
Staff must be trained professionals with a knowledge of child development and experience in serving the intended audience.
Training for Model Fidelity
Lending library staff must be trained to use the electronic system to catalog and track borrowed materials. Staff must also be familiar with the materials being used to recognize signs of wear, tear, and breakage and methods for properly cleaning them.
Contact Information
For more information, contact your Program Officer or Angela Lewis, NCPC's Early Care and Education Manager (alewis@smartstart.org).
Cost Estimates
Costs vary depending on several factors, including, but not limited to, staffing, location, and the materials available for borrowing.
Purpose Service Code (PSC)
3115- Lending Library
Program Identifier (PID)
Lending Library
Minimal Outputs for NCPC Reporting
FY 24-25:
- 1.a. Number of child care staff who use lending library resources
- 1.b. Number of child care facilities with at least one staff member who uses lending library resources
- 2. Number of parents/caregivers who use lending library resources
- 3 . Number of other adults (TAs, home visitors, therapists, etc.) who use lending library resources
- 4. Unduplicated total number of adults who use lending library resources (unduplicated number of adults reported in 1.a, 2, & 3)
- 5 . Total number of visits to the lending library (cumulative number each quarter, not unduplicating visitors)
Minimal Outcomes for NCPC Reporting
FY 24-25:
- Improved ECE program environment
Minimal Measures for NCPC Reporting
FY 24-25:
- Smart Start Lending Library Survey – Child Care
NCPC Evidence Categorization
Evidence Informed- Industry Standard
Research Summary
Two of the most relevant publications on lending libraries include an evaluation of lending libraries in the Smart Start Network1 and best practices established by a popular Swedish lending library model.2 Best practices include establishing sufficient funding streams for start-up and ongoing expenses; staffing the library with professionals who have a knowledge of child development and supporting families and professionals; providing ample space for storing materials and, if necessary, a play space; implementing an electronic system to track materials through the borrowing/returning cycle; and having policies and procedures in place for cataloging items, checking out/returning items, and handling lost/damaged items. In the Smart Start Network, Local Partnerships (LPs) indicated that their lending libraries were integral to their quality improvement activities and served as a gateway for families to engage with other LP programming activities, such as parent education trainings and learning about quality child care and the star rating system. Materials were primarily used by professionals such as parent educators, child care practitioners, therapists, and administrators in their work environment (50.5%) and families/guardians with their children (31.5%). Activity kits were the most frequently checked out materials, followed by toys and books. Additionally, lending libraries that provided access to hardware such as computers, printers, and laminators were significantly more likely to report higher levels of community and user impact. Lending library users reported that having access to the lending library materials improved the quality and flexibility of the learning environment and allowed families to access developmentally appropriate materials.
- ^ See Thorman (2014). This evaluation, commissioned by the North Carolina Partnership for Children (NCPC), reports findings from interviews and surveys of lending libraries within the Smart Start Network in the spring of 2014. Measures included a Local Partnership Survey completed by all 76 Smart Start Local Partnerships (LPs) and a user survey (909 individuals responded; 840 individuals completed the survey). Survey results indicated that 79% of the 76 LPs had lending libraries. Of these LPs with lending libraries, the libraries were established to fulfill goals such as providing a work space for early childhood professionals (91.7%), providing early learning programs with toys and materials to improve the learning environment (88.3%), and providing early learning programs with toys and materials that relate to other services provided by the LP, like quality improvement consultation/coaching (83.3%), among others. Over half of LPs (56.8%) reported using an electronic system to track the frequency of material usage, with most using a barcode scanning system. About half of LPs (51.7%) reported charging a fee for usage of the lending library, with 57% of these respondents reporting a fee of under $10. Overall findings indicated that professionals (parent educators, child care practitioners, therapists, and administrators) used the materials in their work environments (50.5%) in addition to families/guardians using materials with their children (31.5%). Professionals reported that having access to the lending library materials increased the quality and flexibility of their classrooms and family child care homes (76.7%), provided opportunities to expand the curriculum (76.9%) without incurring additional expenses, and allowed them to use resources that addressed the needs of their students (both children and adults). Families valued the access to developmentally appropriate materials that may otherwise be unaffordable or unobtainable. The most commonly checked out items were activity kits (41%), followed by toys (18.5%) and books (17.2%). Families and professionals alike valued the support of lending library staff. The lending libraries also served as a gateway to other services, as more than half of families (57.4%) reported registering for other LP programming such as parent education programs or learning about quality child care and the star rating system. In interviews, LPs indicated that the lending library was an integral part of their quality improvement activities. Lending libraries providing access to hardware such as computers, printers, and laminators were more likely to report higher levels of community and user impact (p < 0.01).
- ^ See Rettig (1998). This article provides guidelines for toy lending libraries, based on the success of a Swedish model called Lekotek which provides children, families, and professionals with developmentally appropriate toys, with a focus on serving children with disabilities. Before establishing a toy lending library, Lekotek or otherwise, one must consider the toy library's mission, funding for initial and ongoing expenses, staffing, location and space requirements, day to day operations, the intended audience, and community need. It is also crucial to determine if there are other agencies meeting these needs, which could serve as a starting point for potential collaboration. Toy lending libraries require funds for start-up as well as sufficient funding for ongoing operations, including staffing, replacing toys when needed, and expanding to include new items. The library must be staffed by trained professionals who have a knowledge of child development and experience in serving the intended audience. Staff must be knowledgeable about the toys being used in order to recognize signs of wear and tear and breakage as well as methods for properly cleaning toys. The library should be highly accessible, have hours suited to the community's needs, and be in a location that families are familiar with. The space must be sufficient for storage and/or use of the materials. If the library intends to provide a space for families to use toys at the library in addition to borrowing materials, adequate play space must be provided. There must be policies and procedures in place for purchasing and acquiring toys/materials, cataloging materials, checking out items, the length of the check-out period, and handling lost or damaged items. Basic computer database systems and bar code readers are strongly recommended for cataloging materials. Toys should be safe, durable, and appropriate for children with differing developmental needs.
Researched Population
- Smart Start Local Partnerships lending libraries and their users
Rettig, M. A. (1998). Guidelines for Beginning and Maintaining a Toy Lending Library. Early Childhood Education Journal, 25(4), 229-232. https://doi.org/10.1023/A:1025690603932
Thorman, A. (2014). Local Partnership Lending Libraries.
Local Partnerships Currently Implementing
Local Partnerships in purple have adopted Lending Library. Local Partnership contact information can be found here.