Children as experiencers: Increasing engagement, participation and inclusion for young children in the museum

Yates, Ellen; Szenasi, Judith; Smedley, Amanda; Glynn, Kayla; Hemmings, Michelle

doi:10.1177/09075682211064429

Cited by 7 publications

(2 citation statements)

References 22 publications

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“…Given that opportunities are only meaningful when actualized (Larsen & Stanek, 2015;Pairman & Dalli, 2017), deeming crying as detrimental may impede the emergence of new opportunities. Resonating with the current research on childhood studies (Busch et al, 2023;Yates et al, 2022;Ylikörkkö et al, 2023), this study proposes that efforts should be directed toward observing children's practices as their way of participating (Bae, 2009;Raittila, 2011;Rutanen, 2012). As Øygardslia (2018) suggests, it is important for teachers to utilize the possibilities that the space offers to promote children's own practices and ways of approaching it.…”

Section: Discussionmentioning

confidence: 99%

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Lucas Revilla,

Rutanen,

Sevón

et al. 2024

Barn

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Only by observing and listening to children can we learn about their unique ways of understanding the world. This study explored the ways in which children under the age of two contributed to co-constructing their own transition process to an early childhood education and care (ECEC) setting and how their contributions were constructed by the space. Video-recorded arrivals of four children under two during their first months in ECEC were scrutinized following the principles of interaction analysis, supported by socio-spatial theory. The recordings were made on seven observation days over seven months. The results show that young children contribute to co-constructing their transition arrivals by creatively drawing on the opportunities available in the ECEC space during the transition period and by creating new ones. The results also illuminate how the space mediates children’s contributions.

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Section: Discussionmentioning

confidence: 99%

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Lucas Revilla,

Rutanen,

Sevón

et al. 2024

Barn

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“…Today, quantitative and qualitative research is being conducted on museum pedagogy in England (Tzibazi, 2018(Tzibazi, , 2022, museum education of preschool and younger school-aged children and its impact on their cognitive development in China (Tan et al, 2021), the impact on scientific and social skills in the Netherlands and Australia (Andre et al, 2017) and forging the child as a subject by experiencing, engaging and acting in the museum space in Norway (Yates et al, 2022). It should be noted that learning from culture and the educational programmes of museums and galleries have been written about and researched by the English researcher Eilean Hooper-Greenhill (2007, pp.…”

Section: The Importance Of Children's Encounters With the Artsmentioning

confidence: 99%

Early Childhood Education Teachers’ Encounters with Art Presented in Museums and Galleries: Selected Aspects

Piwowarska,

Karbowniczek,

Ordon

2023

MJSE

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Research objectives, issues or problems: The aim of the research was to ascertain the opinions and efforts of early childhood education teachers in organising children’s encounters with art in museums/galleries. The research question was “what activities do teachers undertake to familiarise students with the art distributed by institutions that provide visual objects of artistic value?” Research methods: The study used a diagnostic survey method with a questionnaire aimed at teachers teaching years 1–3 in primary school. A short description of the context of the presented issue: Museums, galleries and other such institutions are organisational forms of cultural activity and can be an important element of the classes prepared by teachers to create opportunities for pupils to learn about, experience and value works of art. Children’s contact with works of art in institutions providing objects of artistic value not only awakens their interests, but also encourages them to act creatively, develops their perceptiveness, practices their ability to conduct thorough analyses, express reasoned opinions and pose questions and develops their sensitivity and aesthetic taste. Research findings: The results show that although the majority of teachers perceive a very important role of venues promoting art in the process of enriching knowledge and forming attitudes of active consumers among early school-aged children, a large proportion of them still do not sufficiently notice the value and impact of these venues in shaping children’s intellectual interests and personality. Conclusions and/or recommendations: In summary, the teacher, carrying out the tasks set out in the curricula and supported by the institutions and the state (e.g. teacher training, free entry for children, online offers sent to schools and temporary exhibitions aimed at young viewers), can additionally implement and/or complement activities to make museum exhibitions attractive and effective for pupils.

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The slow museum: the affordances of a university art museum as a nurturing and caring space for young children and their families

Wallis,

Noble

2023

Museum Management and Curatorship

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Children as experiencers: Increasing engagement, participation and inclusion for young children in the museum

Cited by 7 publications

References 22 publications

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Early Childhood Education Teachers’ Encounters with Art Presented in Museums and Galleries: Selected Aspects

The slow museum: the affordances of a university art museum as a nurturing and caring space for young children and their families

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