Literaturnachweis - Detailanzeige
Autor/inn/en | Eadie, Patricia; Young, Sarah; Suda, Liz; Church, Amelia |
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Titel | Facilitator and Teacher Perspectives on Museum Programs for Young Children |
Quelle | In: Journal of Museum Education, 47 (2022) 1, S.103-112 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Eadie, Patricia) ORCID (Church, Amelia) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1059-8650 |
DOI | 10.1080/10598650.2021.2000770 |
Schlagwörter | Museums; Preschool Teachers; Early Childhood Education; Teacher Education Programs; Facilitators (Individuals); Learner Engagement; Program Effectiveness; Learning Processes; Expectation; Outreach Programs; Experiential Learning; Student Interests; Teacher Student Relationship; Program Design; Case Studies; Urban Areas; Foreign Countries; Australia Museum; Museumswesen; Museen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning process; Lernprozess; Expectancy; Erwartung; Jobcoaching; Experiental learning; Erfahrungsorientiertes Lernen; Studieninteresse; Teacher student relationships; Lehrer-Schüler-Beziehung; Programme design; Programmaufbau; Programmplanung; Case study; Fallstudie; Case Study; Urban area; Stadtregion; Ausland; Australien |
Abstract | Museums are a place of experiential and inquiry learning for young children. We know that children's experiences at museums can provide novel opportunities to interact with rare artefacts, can extend concepts explored in early childhood curricula and encourage knowledge sharing with families. Research on the efficacy or outcomes of museum programs for young children has typically documented the resources and focus of learning programs, observed children's engagement with programs and artefacts, and surveyed participants about their experience of being at the museum. We know less, however, about facilitator perspectives -- both museum facilitators and early childhood teachers -- on the elements of museum programs that reinforce young children's learning. This paper reports on interviews with facilitators and finds concurrent commentary on the importance of physical access, museum facilitator experience, expectations, children's interests, interactions with children, and interaction with artefacts. These findings have implications for the design and implementation of outreach programs and excursion museum programs for young children. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |