When Parents Stand Back Is Family Learning Still Possible?

Wood, Elizabeth; Wolf, Barbara

doi:10.1179/msi.2010.5.1.35

Cited by 16 publications

(17 citation statements)

References 8 publications

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“…Taken together, 83% of observed families scored an overall 2 or 3 for interaction, indicating that both adult and child discussed their progress throughout the activity. This contrasts with the dominant pattern of interaction previously observed at children's museums (Downey, Krantz, & Skidmore, ; Wood & Wolf, ), in which parents generally stepped back and let their child direct the play, occasionally intervening to help relieve frustration. Unlike some exhibits at children's museums, at which adults may be unclear about the role intended for them (Downey et al, ), the Sci‐Fun events were developed with a specific role for the adult—as navigator of the event for their child, including scaffolding to direct their navigation (Hapgood, Strickler‐Eppard, & Johnson, 2016).…”

Section: Discussioncontrasting

confidence: 66%

Exploring How Families Do Science Together: Adult‐Child Interactions at Community Science Events

Tuttle

Mentzer

Strickler

et al. 2017

School Sci & Mathematics

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Promoting family learning around science represents an important opportunity to reinforce science learning during outof-school time. Evidence suggests that parent-child discourse around science can promote inferential thinking by children and help solidify their understanding of science concepts. While teacher professional development that promotes the type of discourse that encourages student inquiry is trending, interventions that assist parents in developing the same types of learning talk skills are scarce. In this descriptive study, family discourse was observed at a series of events at community centers that promote science learning, such as the zoo and the library. These events were part of a large-scale professional development program designed to transform teaching and learning around PK-3 science. Families were scored on their interaction, discourse, and use of "talk moves" using the Discourse, Interaction, and Inquiry in Family Science rubric. The results demonstrate that the events promoted family discourse and interaction in a manner dependent on the activity context. Implications for teachers and design of family science learning activities are discussed.

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Section: Discussioncontrasting

confidence: 66%

Exploring How Families Do Science Together: Adult‐Child Interactions at Community Science Events

Tuttle

Mentzer

Strickler

et al. 2017

School Sci & Mathematics

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“…At the same time, it also gives parents an opportunity to learn from their children, or, sometimes, they learn together side by side. Research conducted earlier has indicated that during visits to children's museums, parents tend to stand back and not participate in their children's play (Wood and Wolf, ). Results of the CAMIT visitor observations showed that when the design team implemented the exhibition with articulated educational goals and offered rich educational resources, parents were able to integrate the information and actively participate in their children's play during their visits.…”

Section: Resultsmentioning

confidence: 99%

Curriculum Based Interactive Exhibition Design and Family's Learning Experiences: A Case Study of the Children's Art Museum in Taipei

Lee¹

2019

Curator The Museum Journal

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“Hands‐on learning” and “learning through play” are key terms that museums use to describe the interactive learning environments designed for families with young children. Using A Vastly Different Perspective exhibition at the Children's Art Museum in Taipei (CAMIT) as a case study, this research examines how interactive exhibition is designed and the learning experiences that occur that distinguishes it from other museums. The research shows that the most challenging issue for the CAMIT design team was to translate artistic concepts from the art studio environment into experiences in interactive galleries. It reveals that children engage in different types of play and that the roles of “learners” and “facilitator” interchange flexibly within family interactions. Conclusions of the research suggest two areas for further attention. First, museums like CAMIT need to test new strategies for engaging children and families through exhibit design and second, CAMIT and other museums of its kind may need to experiment with new ways of helping parents facilitate their children's learning in interactive exhibits.

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“…For instance, some work has categorised parent-child interactions in a children's museum (e.g. Wood and Wolf 2010), while other research has explored relationships between parent explanations and preschoolers' exploratory behaviour and learning in a science centre (van Schijndel and Raijmakers 2016). Other studies have likewise focused on parent-child interactions during visits, with a particular emphasis on conversations and the way in which they support learning in these settings (Crowley et al 2001;Crowley and Jacobs 2002;Geerdts, Van de Walle and LoBue 2015;Haden et al 2014).…”

Section: Introductionmentioning

confidence: 99%

The potential of extended cultural residencies for young children

DeWitt¹,

King

Wright

et al. 2018

Museum Management and Curatorship

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Although years of research efforts have investigated learning benefits from museum visits, relatively less attention has been paid to young children's experiences in these settings. Drawing on contextualist perspectives of learning, this paper seeks to address this gap, using two case studies to explore the experiences of children ages three to five who spent extended periods of time attending school in a museum setting. We draw on qualitative data from the evaluation of two museum-school partnerships, to investigate potential learning benefits of such experiences and elements that may have facilitated the outcomes observed. These two exploratory case studies indicate considerable potential for supporting language and communication skills in young children, as well as personal, social and emotional development. These outcomes appear to be linked to the rich nature of the experience, as well as its extended duration, which allowed it to be deeply child-centred, allowing for valuable learning from the museum environment.

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When Parents Stand Back Is Family Learning Still Possible?

Cited by 16 publications

References 8 publications

Exploring How Families Do Science Together: Adult‐Child Interactions at Community Science Events

Exploring How Families Do Science Together: Adult‐Child Interactions at Community Science Events

Curriculum Based Interactive Exhibition Design and Family's Learning Experiences: A Case Study of the Children's Art Museum in Taipei

The potential of extended cultural residencies for young children

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