English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Pro

Presents the zaia usage as premium feature

ZAIA

Presents AI Discovery search usage as a premium feature

AI Discovery

Presents AI Discovery explain and summary usage as a premium feature

Content Analysis

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Presents the pdf analysis as premium feature

PDF Analysis

1500 Top-up

3000 Top-up

Zendy Basic

2500 Top-up

Zendy Unlimited

Presents the access of premium content as premium feature

Premium Content

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.

Facilitator and Teacher Perspectives on Museum Programs for Young Children