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Dr. Emily Holm Tobin ('24), a Learning Sciences and Human Development alumna and instructor and researcher at the UW ���ߺ���, is uncovering how families and children learn in informal spaces like zoos and museums. Her work focuses on empathy development in young children, exploring how these unique environments can foster emotional growth and connection. Drawing from her background in history, archaeology and museum studies, Dr. Holm Tobin brings a multidisciplinary approach to her research, aiming to make learning more accessible and meaningful for families.

Dr. Holm Tobin’s journey into education began during her undergraduate studies at Saint Olaf College, where she majored in history and classics. While she initially focused on history and archaeology, a news story about the importance of high-quality preschool education sparked her interest in early childhood learning. “I thought, wow, this is the most important work there is,” she recalls. Although she graduated with a history degree, her passion for education continued to grow, particularly during her graduate studies in archaeology, where she began working with families and children in museum settings.

Her experiences in museums led her to pursue a degree in museum studies, where she became increasingly interested in how these institutions could best serve families and young learners. This interest eventually brought her to the UW for her doctoral program, where she began to explore the intersection of early learning, museums and empathy development.

Dr. Holm Tobin’s most recent research focuses on family learning at the Woodland Park Zoo in Seattle. Her dissertation work examines how families engage with the zoo’s exhibits and how these experiences can foster empathy in young children. “Zoos have become a key space for empathy development,” she explains. “But what does that really mean? How do we define empathy, and how do parents and children understand it in these settings?”

Her research reveals that empathy is a complex and multifaceted concept, often misunderstood by parents and caregivers. For example, while developmental psychologists might recognize pretend play, such as a child pretending to be an animal, as a building block of empathy, parents may not immediately see the connection. Dr. Holm Tobin’s work aims to bridge this gap by providing parents with clear, accessible tools to help them recognize and support empathy development during their zoo visits.

Conducting this research was no small feat. Dr. Holm Tobin’s study involved multiple steps, including several zoo visits, home recordings and interviews with families. “Parents of young children are incredibly busy,” she notes. “Coordinating all these steps was challenging, but it was also incredibly rewarding to see how families engaged with the zoo and each other.”

Her work is particularly timely, as empathy has become a focal point in both education and popular culture. However, she cautions that empathy is not a one-size-fits-all solution. “Empathy is complex, and there are even downsides to it if not approached thoughtfully,” she says. “But that doesn’t mean we should shy away from it. It’s still incredibly important, especially in today’s world.”

Looking ahead, she envisions her research not only enhancing the experiences of families who visit these places, but also contributing to a deeper understanding of how empathy can be cultivated in young children. “There’s so much potential here,” she says. “I’m excited to see how this field evolves and how we can continue to make these spaces more meaningful for families.”

Dr. Holm Tobin’s work highlights the transformative impact of informal learning environments on young minds. By blending her expertise in history, museums, and early childhood education, she is creating opportunities for families to learn, grow and connect — one zoo visit at a time.