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Taylor, Satomi Izumi; Morris, Vivian Gunn; Cordeau-Young, Carol

doi:10.1023/a:1025636923682

“…Also field trips raise cultural awareness of children and give insight them about diversity (Carroll, 2008). Children can enhance not only concepts about social studies, but also language and literacy development through field trips (Taylor et al, 1997). Dillon et al (2006) analyzed 150 studies which were carried out between 1993 and 2003 to find out the effectiveness of the field trips.…”

Section: Introductionmentioning

confidence: 99%

Field Trips in Pre - School Education

Karaca¹

2016

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The aim of the study is to investigate the effect of field trips on recognition and learning of social and cultural features of the environment where the preschool children live. 4 female and 7 male children who attend a public school, one preschool teacher and three parents were included in the study. Within the scope of the study, case study which is one of the qualitative research methods was used and a Turkish delight factory in Afyonkarahisar province was visited. In the context of the study, a field trip which consists of pretrip, during trip and post-trip activities was planned and carried out with the study group. Semi -structured interview forms, the pictures of Turkish delight the children draw before and after the trip were used as data collection tools. The data collected in the study was evaluated using content analysis. At the result of findings of the interview forms applied before and after the trip and the pictures the children drew; it was observed that the children attained new information on Turkish delight, the production stages of Turkish delight has attracted their interests and they felt excited and happy during the experience. Besides, when compared with the pictures before the trip, the pictures they drew after the trip were more detailed. It was observed that the children asked many questions, seemed very happy and watched the activities in the factory very carefully. The parents who took part in the trip expressed their enjoyment upon participating in the trip and the contributions of such trips in terms of social and cultural development of children. At the result of the interview with the teacher, she emphasized that field trips give students opportunity to live and learn, enable retention in learning through concrete experiences and supports social life experiences.

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“…Small group visiting may reduce transport costs, enable better management of learning experiences, and provide for more intimate experiences in an art museum or gallery setting. This is a view that is supported by Taylor, Morris and Cordeau-Young (1997), who suggest that small groups can allow teachers to focus children's attention on details that may get missed in a larger group.…”

Section: Discussionmentioning

confidence: 87%

“…On a very pragmatic level another participant noted that "art galleries and museums have the wonderful additional advantage of having free entry so it helps our strained budget in economically constrained times!" As this participant was aware, most of New Zealand's public art museums and galleries have free entry for young children (except, perhaps, for international blockbuster exhibitions) and this can help centres with constrained budgets to have access to cultural centres such as art museums and galleries (Taylor, Morris & Cordeau-Young, 1997).…”

Section: Key Factors That Facilitate Visitingmentioning

confidence: 99%

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“I know what that is! It’s modern art!” Early childhood access to and use of art museums and galleries in Aotearoa New Zealand

Terreni¹

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<p>This thesis examines issues of access to art museums and galleries for young children attending early childhood (EC) centres, the ways in which the EC sector uses the institutions to enhance young children’s learning, and the relationship art museums and galleries have with New Zealand’s youngest citizens. It is the first in-depth study of young children’s use of art museums and galleries in Aotearoa New Zealand. A mixed methods approach to the research involved a range of data gathering tools to observe, document, and analyse the practices and attitudes towards art museum visiting by the EC sector. Key participants were EC teachers, art museum directors, and art museum educators. Rich quantitative and qualitative data were elicited from a national survey of 17 of New Zealand’s largest art museums and galleries, an extensive national online questionnaire to EC centres, and an embedded case study of three EC centres who visited art museums as part of the research. Bourdieu’s key concepts of habitus, cultural capital and, particularly, field provide the fundamental tools for analysis within this inquiry. These have been used to examine and attempt to explain why some EC teachers visit art museums and galleries with young children while others do not, and understand issues of power within the field of art education in an art museum or gallery. The study found that there are both facilitators and barriers to art museum and gallery visiting by the EC sector. Barriers included: funding limitations, teachers’ fears about using art museums and galleries with young children, lack of professional development for teachers, and poor marketing of exhibitions to the EC sector. Facilitators included EC teachers’ positive perceptions of art museums and galleries as places for enriching and extending young children’s visual arts education, visual art pedagogical practices that support visiting, and the willingness of some art museums and galleries to work with the EC sector. On the basis of the findings from all three phases of the research and informed by the literature reviews and the conceptual tools used in the analysis of data, a ‘third space’ for art education in art museums and galleries for young children attending EC centres is proposed.</p>

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“…Excursions to cultural centres, such as museums and art galleries, can add an important dimension to an education programme in this regard (Greene, Kisida & Bowen, 2014;Falk & Dierking, 1997;Taylor, Morris & Cordeau-Young, 1997).…”

Section: Introductionmentioning

confidence: 99%

“I know what that is! It’s modern art!” Early childhood access to and use of art museums and galleries in Aotearoa New Zealand

Terreni¹

0

View full text Add to dashboard Cite

<p>This thesis examines issues of access to art museums and galleries for young children attending early childhood (EC) centres, the ways in which the EC sector uses the institutions to enhance young children’s learning, and the relationship art museums and galleries have with New Zealand’s youngest citizens. It is the first in-depth study of young children’s use of art museums and galleries in Aotearoa New Zealand. A mixed methods approach to the research involved a range of data gathering tools to observe, document, and analyse the practices and attitudes towards art museum visiting by the EC sector. Key participants were EC teachers, art museum directors, and art museum educators. Rich quantitative and qualitative data were elicited from a national survey of 17 of New Zealand’s largest art museums and galleries, an extensive national online questionnaire to EC centres, and an embedded case study of three EC centres who visited art museums as part of the research. Bourdieu’s key concepts of habitus, cultural capital and, particularly, field provide the fundamental tools for analysis within this inquiry. These have been used to examine and attempt to explain why some EC teachers visit art museums and galleries with young children while others do not, and understand issues of power within the field of art education in an art museum or gallery. The study found that there are both facilitators and barriers to art museum and gallery visiting by the EC sector. Barriers included: funding limitations, teachers’ fears about using art museums and galleries with young children, lack of professional development for teachers, and poor marketing of exhibitions to the EC sector. Facilitators included EC teachers’ positive perceptions of art museums and galleries as places for enriching and extending young children’s visual arts education, visual art pedagogical practices that support visiting, and the willingness of some art museums and galleries to work with the EC sector. On the basis of the findings from all three phases of the research and informed by the literature reviews and the conceptual tools used in the analysis of data, a ‘third space’ for art education in art museums and galleries for young children attending EC centres is proposed.</p>

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Cited by 13 publications

References 3 publications

Field Trips in Pre - School Education

Field Trips in Pre - School Education

“I know what that is! It’s modern art!” Early childhood access to and use of art museums and galleries in Aotearoa New Zealand

“I know what that is! It’s modern art!” Early childhood access to and use of art museums and galleries in Aotearoa New Zealand

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