
IPALS: Empowering newcomer families through learning and play
For many newcomer families in Canada, adjusting to a new country comes with a mix of excitement and challenges. The language, culture and education system can all feel unfamiliar. For parents of young children, concerns about their child’s readiness for school can feel overwhelming. The IPALS program (Parents As Literacy Supporters in Immigrant Communities) is a family literacy initiative from Decoda Literacy Solutions that helps families bridge that gap. Through a play-based learning approach, IPALS provides parents with the tools to support their child’s literacy, emotional development and social skills in ways that feel natural and fun.
Richard, a parent from China, shared: “It is a wonderful program. Not only is it for parents to learn lots of methods [early education], but also for parents to play with their children to practice this useful method.”
Overcoming barriers in a new country
Before joining the IPALS program, each of these families faced unique challenges. As newcomers, they were adjusting to life in Canada with the added pressures of supporting their children’s growth in an unfamiliar education system.
Richard felt unsure about how to help his daughter Milla overcome her emotional hurdles. “Most challenges for me are how to deal with Milla’s grumpy and depressed attitude.”
Yixi, who was concerned about their five-year-old child’s shyness and limited English skills, said, “My child was very shy, not willing to interact with others, isolated, immature for their age. Knew little/no English.”
Zahra, from Iran, was unsure how to balance teaching her son Viyam English while maintaining their home language. “One of my difficulties and concerns was speaking in our home language. It has always been a concern how Viyam would learn English.”
Mahdieh was unfamiliar with the Canadian education system. “As a mother of a three-year-old, I wanted to learn how to support my child in learning. I’ve always wanted to know how to support my child’s development both mentally and academically. This program has been very helpful in that sense. And I haven’t been aware of the learning system here in Canada. Everything is new to me.”
These families didn’t just face language and cultural barriers—they were navigating a new world of educational approaches, and they didn’t know where to turn for support.
Play-based learning and parental engagement
The IPALS program provided a much-needed solution by offering a family-centered, play-based learning environment where both parents and children could learn together. With the help of facilitators like Deanna, Bonnie, Margot, and Niloufar, families discovered that play was not only a fun way to bond, but also an effective learning tool.
Yixi shared: “They taught us how to play with my child so she could learn literacy through play. They are very helpful.”
Richard enjoyed the time spent bonding with Milla. “Playing with my child is my favourite part of the IPALS program.”
For Zahra, the program helped her understand the value of talking to Viyam and making him more aware of the world around him. “I learned to talk to him and make him aware of the surroundings by pointing out the store signs. Also, how to support his writing skills, the importance of physical activities and the importance of our home language.”
Mahdieh realized that simple activities were powerful learning tools. “I learned that kids can play with simple things, have fun and at the same time learn. I went to the dollar store and got basic stuff for him to make crafts, play and learn.”
Readiness for school and stronger parent-child bonds
By the end of the program, the results were clear. The children’s skills had grown, and their parents had gained the confidence to continue supporting their learning at home.
Yixi noticed that their child became more comfortable in social situations. “She likes cooking activities, playing playdough and knows how to play/take turns with other kids. She is used to classroom settings now and can make eye contact with others.”
Richard noticed similar progress with Milla. “She learned lots of literacy and numeracy foundational skills. Also, she got used to the learning environment of kindergarten.”
Zahra was impressed by how Viyam has more focus. He’s more “aware of his surroundings. Paying attention to the signs.”
For Mahdieh, the shift in Archie’s behaviour was just as remarkable. “My child learns to find signs and read them. For example, STOP signs. He uses glue to make crafts, like gluing letters and numbers to make a collage.”
These families were active participants in the learning process. Through IPALS, they learned that education doesn’t have to be a rigid, formal experience. Learning can happen anywhere, and it can be fun.
Fun, connection and joyful learning
Each family had their own favourite parts of the program, but what stood out to everyone was how IPALS fostered deeper connections between parents and children.
Yixi loved the storytime sessions and the playdough activities. “Storytime, sing songs, different play activities each week and a book to take home for reading each week.”
For Richard, the best part was the ability to bond with Milla. “Playing with my child is my favourite part of the IPALS program.”
Zahra appreciated the informative discussions with the facilitators. “In every session, I learned something new and helpful.”
Mahdieh enjoyed the walks around the neighborhood. “We enjoyed walking in the community. All the activities that gave me new ideas for playing with my son.”
Empowering families for the future
The IPALS program has equipped these families with the tools not to only help their children succeed but also to strengthen their own literacy and understanding of child development. These families are no longer struggling to adapt to a new culture—they are thriving in it.
Zahra summed up the experience: “Overall, this was a very good program, and I hope these types of programs are offered often. I always talk about how good this program is to other families.”
With the support of IPALS, these families are now more prepared for their children’s school journey and more confident in their ability to support their development. They have learned that education is not limited to formal lessons—it happens in everyday play, conversations and connecting with each other. These families are no longer just adjusting to life in Canada—they are actively shaping their children’s future.
IPALS programs are held at 19 sites in 16 BC communities and school districts.
Your donation to IPALS will help newcomer families learn strategies to support their children’s learning and adapt to Canadian schools.
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