LEARN: Essential Elements of Museum Education Programs for Young Children. (6th December 2021)

• Record Type: Journal Article
• Authors: Young, Sarah; Eadie, Tricia; Suda, Liz; Church, Amelia
• Is Part Of: Curator. Volume 65:Number 1(2022)
• Page Start: 209
• Page End: 223
• Publication Date: 2021-12-06
• Subjects: Natural history museums -- Periodicals; 069.05
• DOI: 10.1111/cura.12456
• Languages: English
• ISSNs: 0011-3069

Abstract

Abstract: Museums provide rich multimodal learning opportunities and long‐lasting memories for children and teachers who participate in museum excursions and outreach programs. Museum programs for preschool children embed hands‐on opportunities to engage children with new and diverse artefacts. Interactions in museum settings provide opportunities for adults and children to collaborate in learning. Our aim in this project was to explore the elements of museum programs that prove essential in engaging young children in museum education programs. Five museum presenters and 14 early childhood groups (14 teachers and 296 children) participated in the research project. Data collection included audio recordings of museum presentations, observations of child‐teacher interactions, multiliteracy observations, teacher interviews, and written reflections from the museum presenters. Coding across all datasets contributed to the five main themes in the findings, which we detail using the acronym LEARN: L earning artefacts; E mbodied teaching and learning; A sking questions; R epetition: and N arrative. Multiple elements of museum education programs influence learning opportunities for young children. Both structural elements (e.g. designing a core narrative around concepts, or time for children's individual queries during the program and hands‐on explorations with museum artefacts) and learning interactions (e.g. conversations where children and adults collaborate) contribute to engaging museum education programs for young children.