Consulting Young Children: Experiences from a Museum

Dockett, Sue; Main, Sarah; Kelly, Lynda

doi:10.1080/10645578.2011.557626

Cited by 60 publications

(49 citation statements)

References 16 publications

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“…Ontologically, she doubts the existence of children's experiences and views and defines them as contextual (like adults' experiences). Cederborg, 1997;Dockett et al, 2011;Kjørholt, 2002Kjørholt, , 2005Komulainen, 2007;Mac Naughton et al, 2007;Mannion and I'anson, 2004;Moss et al, 2005;Sinclair, 2004;Wyness, 2009). The assumptions of this article are also akin to Komulainen's (2007) ideas.…”

Section: Theoretical Perspectivesmentioning

confidence: 81%

Voicing the child? A case study in Finnish early childhood education

Alasuutari

2013

Childhood

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Contemporary Nordic early childhood education and care takes as its starting point the individual and 'competent' child and emphasizes the aim to take account of children's views. It is also common in educational settings that the child's views are documented and thus transformed into contexts in which they are discussed between the adults. In light of a case study of 22 parent-teacher meetings in Finnish early childhood education and care the article discusses the position of the child's voice in this context. The theoretical framework is based on a relational view of childhood and the child's voice, on theories of face-to-face and institutional interaction and on discursive psychology. The article highlights the multifaceted relational processes in which the child's participation is embedded in adult-led institutional practices.

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Section: Theoretical Perspectivesmentioning

confidence: 81%

Voicing the child? A case study in Finnish early childhood education

Alasuutari

2013

Childhood

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“…Thirdly, geographically, studies about family visitors to museums are mostly conducted in Western developed countries (Borun, 2002;Carr et al, 2012;Dockett, Main, & Kelly, 2011). However, studies are being undertaken increasingly in other parts of the world, especially the recently fast developing regions, for example, Taiwan and Mexico (Briseño-Garzón, 2013;Sheng & Chen, 2012;Wu et al, 2010).…”

Section: Synthesis Of the Researchmentioning

confidence: 99%

Visiting heritage museums with children: Chinese parents’ motivations

Wall

2016

Journal of Heritage Tourism

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Museums have been widely considered as informal educational sites. Studies about families in museums heavily concentrate on the cognitive aspects and the learning outcomes in science museums and art galleries. Compared with previous research, this study emphasizes four distinctive themes: a focus on the pre-trip stage of the museum visit, museums depicting local heritage, a Chinese context, and attention to social and cultural issues. In detail, this study explores the motivations of Chinese parents who take their children to a cluster of heritage museums at the southern end of China's Grand Canal, a newly designated world heritage site in Hangzhou. Semi-structured interviews were undertaken with parents visiting the museums with their children. It was found that the key push factors include education and learning, relaxation, creating positive experience for children, relationship enhancement (quality time with children) and extended family obligations. Free admission, the innovative displays, the opportunities for personal interaction and the quality of the environment both within and surrounding the museums were important pull factors. The family market, particularly the extended family, may be particularly important in China given their importance in Chinese culture based on Confucian teaching. ARTICLE HISTORY

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“…al 2016;Murnaghan and McCreary 2016;Nancarrow 2016;Pallud 2016;Ruberg 2015;Roussou 2004). There is also a body of work on collaborative museum projects with young people for urban revitalization and outreach (Dockett et. al 2011;Colbert 2011), and examples of young people as co-curators or collaborators are often related to projects in urban planning, geography, and social sciences (Cahill 2007;Driskell 2017).…”

Section: Mystery Magic and Midnight Feasts: The Many Adventures Of mentioning

confidence: 99%

The hybrid exhibits of the story museum: The child as creative artist and the limits to hands-on participation

Hamer¹

2019

Mus. Soc.

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Since the Brooklyn Children's Museum opened in 1899, the concept of the children's museum has evolved internationally as a non-profit public institution focused on informal family-centred education and interactive play environments (Acosta 2000;Allen 2004). The majority of these museums highlight science education; however, over the past decade, a new specialized institution has emerged in the form of the children's story museum that concentrates on children's literature, storytelling, and picture book illustration. These story museums feature childhood artifacts through the curatorial and display conventions of museums and art galleries, in combination with the active play environments and learning stations of scienceoriented children's museums. These exhibits also reflect the changing place of the museum as an institution in the age of the 'participatory museum': a movement away from collections towards interactive curatorial practices across physical and digital archives (Simon 2010; Janes 2011). Framed by cross-disciplinary theoretical and methodological approaches from critical children's museology, picture book theory, and children's culture studies, this analysis draws upon selected examples (2014-2018) of curatorial practices, exhibits, and the spatial/ architectural design from Seven Stories: National Centre for Children's Books (Newcastle, UK), the Hans Christian Andersen Haus/Tinderbox (Odense, Denmark), and The Eric Carle Museum of Picture Book Art (Amherst, MA, USA). These institutions provide distinctive venues to examine the tensions between discourses of museums as institutions that house collections of material artifacts including children's literature texts, discourses of the creative child and 'hands-on' engagement (Ogata 2013); and discourses of critical engagement and participatory museums. While these exhibits affirm idealized representations of childhood to some extent, participatory engagements across old and new media within these spaces have significant potential for critical and subversive dialogue with ideological constructions and representations of gender, race, socio-economic class, mobility and nationalism rooted in the children's literature texts.

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Consulting Young Children: Experiences from a Museum

Cited by 60 publications

References 16 publications

Voicing the child? A case study in Finnish early childhood education

Voicing the child? A case study in Finnish early childhood education

Visiting heritage museums with children: Chinese parents’ motivations

The hybrid exhibits of the story museum: The child as creative artist and the limits to hands-on participation

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