Academic literature on the topic 'Children's museums Educational aspects'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Children's museums Educational aspects.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Children's museums Educational aspects"
1
Carvalho, Cristina, and Maria Emília Tagliari Santos. "Babies and Art Museums: welcoming discoveries." Educativa 20, no. 1 (September 29, 2017): 288. http://dx.doi.org/10.18224/educ.v20i1.5878.
Full textAbstract:
The offer of educational actions focused on babies in museums causes the need for studies that seek to understand such actions, contributing to the constitution of significant practices. From these activities the article presents a reflection on the relationship between art and early childhood. The text was guided by theorists who value the cultural aspect in children's development, especially by Rinaldi and Vecchi. Institutional documents were used, such as photographic records and articles, as well as observations of some activities. It sought to identify ways that can stimulate the extension of the reception to the public from zero to three years in cultural institutions.
Bebês e Museus de Arte: acolhendo descobertas
A oferta de ações educativas em museus voltadas para bebês provoca a necessidade de estudos que busquem compreender tais ações, contribuindo para a constituição de práticas significativas. A partir dessas atividades, o artigo apresenta uma reflexão sobre a relação entre arte e primeira infância. O texto foi orientado por teóricos que valorizam o aspecto cultural no desenvolvimento infantil, em especial por Rinaldi e Vecchi. Foram utilizados documentos das instituições, como registros fotográficos e artigos, além de observações de algumas atividades. Buscou-se identificar caminhos que podem estimular a extensão do acolhimento ao público de zero a três anos nas instituições culturais.
2
Echegoyen Sanz, Yolanda, and Antonio Martín Ezpeleta. "The exhibition is just the beginning." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 297–310. http://dx.doi.org/10.15503/jecs2020.2.297.310.
Full textAbstract:
Aim. The aim of this work is to present a qualitative analysis of the creative educational materials prepared by preservice teachers in the context of an educational experience around a museum exhibition about Science and Literature, described in a previous work (Authors, 2020). The responses to a final questionnaire about interdisciplinarity, integration of Sciences and Arts or the use of museums for children’s education are also analysed.
Methods. The participants were 121 alumni of two different subjects “Natural Sciences for teachers” and “Literary training for teachers” at a Spanish university. Preservice teachers had to select an item of the museum exhibition and, as a group, prepare a catalogue intended for children, where they had to write a short text related to the object and activities for children in an exercise of didactic transposition. The students generated teaching materials with a high component of creativity and a multimodal approach, with a mixture of linguistic and non-linguistic codes. The qualitative analysis of these creative teaching materials was carried out with Atlas.ti v8. To assess the experience a questionnaire about different aspects of the proposal was completed by the students at the end of the semester.
Results and conclusion. The analysis of the teaching materials demonstrates differences between the alumni attending both subjects in the type of items selected, the literary genre of the short text and the prepared activities. The responses to the final questionnaire give us an insight on the reasons for the item selection and show how most of the students considered the experience as very interesting and formative. We can conclude that the educational experience here described served as an exercise to internalise the benefits of this method and, at the same time, adapt it for their future students in Primary Education.
3
KIRILLOVA, TATIANA V. "International scientific and practical conference «The educational system of Anton Semenovich Makarenko in the modern educational space» dedicated to the 100th anniversary of the foundation of the children's labor colony named after Maxim Gorky." Vedomosti (Knowledge) of the Penal System 228, no. 5 (2021): 15–19. http://dx.doi.org/10.51522/2307-0382-2021-228-5-15-19.
Full textAbstract:
Abstract. The article gives a brief overview of reports and results of the international conference «The educational system of Anton Semenovich Makarenko in the modern educational space», timed to coincide with the 100th anniversary of the children's labor colony named after Maxim Gorky. The conference was organized by the Russian Makarenko Association and was held jointly with the International Makarenko Association, the Institute for Education Development Strategy of the Russian Academy of Education, the Department of Education and Science of the city of Moscow on the basis of the Museum of Moscow Education of the Moscow City Teacher's House. At the conference, modern theoretical and empirical research, the results of practical work of scientists in the field of popularizing the pedagogical heritage of A. S. Makarenko, as well as various aspects of historical, pedagogical, archival, factual research of his work were presented. During the conference, reports of scientists-penitentiaries, representatives of educational and scientific organizations of law enforcement agencies aroused particular interest. The reports of the participants highlighted modern approaches to realizing the potential of the A. S. Makarenko’s educational system in the formation of positive social activity, civic consciousness and patriotism, the introduction of Makarenko's «pedagogy of life» into modern educational activities. Key words: the pedagogical heritage of Anton Semenovich Makarenko, an international conference, archival documents, historical facts, scientific discussions, practical use, scientific support of the activities of educational colonies.
4
Santos, Rita de Cássia Silva Dionísio, and Flávia Brocchetto Ramos. "“Museus vivos das tradições humanas”: Alexina de Magalhães Pinto e sua concepção sobre o “papel eminentemente educador dos contos” / “Living Museums of Human Traditions”: Alexina de Magalhães Pinto and her Conception About the “Eminent Educational Role of the Tales”." Caligrama: Revista de Estudos Românicos 27, no. 1 (August 12, 2022): 246. http://dx.doi.org/10.17851/2238-3824.27.1.246-262.
Full textAbstract:
Qual o tipo de conhecimento pode um conto popular transmitir? Pode o conto contribuir para a formação humana? Em “Nota preliminar” do livro Contribuição do folk-loro brazileiro para a bibliotheca infantil (1907), a escritora e folclorista mineira Alexina de Magalhães Pinto (1869–1921), nomeando os contos populares (quer sejam “de fadas, fabulosos ou bíblicos”) como “museus vivos das tradições humanas”, argumenta que essas narrativas conteriam papel “eminientemente educador”. Este artigo apresenta a autora, sua produção e, na sequência, analisa a “Historia (sic) de um cachorrinho”, que integra a coletânea supracitada, com o objetivo de se refletir sobre essa função educadora dos contos (de que nos fala a autora). Desta análise — de caráter metodológico bibliográfico e crítico-analítico — resulta o entendimento sobre a contribuição singular de Alexina de Magalhães Pinto para a história da literatura infantil brasileira, em seu sentido amplo. Esse legado é notável por seu empenho em realizar uma pesquisa etnográfica e histórica para compor obras a partir da tradição oral e do folclore brasileiro para servir às gerações futuras. O mérito dessa tarefa reside no fato de a autora ter se dedicado, naquele tempo, a um debate sobre a potência que a ficção detém de nos ensinar sobre a vida. É possível concluir, a partir desta análise, que as produções literárias e ficcionais, ao possibilitarem a fabulação, podem instruir e educar, entre outros aspectos, por seu caráter de transcender limites de tempos, modos e formas de representação das múltiplas e diversas experiências.Palavras-chave: Alexina de Magalhães Pinto; literatura infantil; conto popular.What is the social character of folktales? Can tales contribute to humanformation? In the “Preliminary note” of the book Contribuição do folk-loro brazileiro para a bibliotheca infantil (1907), the writer and folklorist from Minas Gerais, Alexina de Magalhães Pinto (1869–1921), naming folktales (whether they are “fairy tales, fabulous or biblical”) as “living museums of human traditions”, argues that those narratives would contain an “eminently educational” role. This paper presents the author, her work, and, thereafter, analyzes “Historia (sic) de um cachorrinho”, which is part of the collection mentioned above, aiming to reflect upon this function of the tales of instructing and educating (which the author talks about). From this analysis — of a bibliografic and critical-analytical nature — results the understanding about the unique contribution of the teacher and researcher Alexina de Magalhães Pinto for the history of Brazilian children’s literature, in its broad sense (especially for her commitment in carrying out an ethnographic and historical research to compose works from oral tradition and Brazilian folklore to serve generations), and also the perception about the merit of her task of launching, at that time, a debate about the humanizing character of fiction. It is possible to conclude, from this analysis, that literary and fictional productions, by making fabulation possible, can instruct and educate, among other aspects, because of their character of transcending limits of time, modes and forms of representation of multiple and diverse experiences.Keywords: Alexina de Magalhães Pinto; children’s literature; folktale.
5
Klymyshyn, Oleksandr Semenovych, and Iryna Pozynych. "Development and implementation of special natural-historical museum educational programs and projects." Proceedings of the State Natural History Museum, no. 36 (December 10, 2020): 21–26. http://dx.doi.org/10.36885/nzdpm.2020.36.21-26.
Full textAbstract:
The basic requirements for the development and application of interactive museum lessons in the form of games that maximally complement the school curriculum. Special approaches to teaching in the walls of the natural-historical museum of children of the Alpha generation are considered. It is emphasized that the main source of implementation of pedagogical game scenarios is a lesson, an important aspect of which is the effective selection of methods and techniques. There are obtained experience of children's shares and various events that enhance the museum audience.
6
Marchii-Dmytrash, Tamara, and Galyna Boryn. "Professional Training of Future Educators for the Usage of Ethnological-Aesthetic Means in Work with Children of Senior Preschool Age." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (April 27, 2022): 123–30. http://dx.doi.org/10.15330/jpnu.9.1.123-130.
Full textAbstract:
The relevance of professional training of future educators of IPE (institution of preschool education) for usage ethnological-aesthetic means in work with children is substantiated in the article. The concept of "means" is concretized and a complex of ethnological-aesthetic means, effective for the forming in preschool age children's ideas about culture, life, traditions, customs, rites of the Ukrainian people and aesthetic taste (folk toys, crafts and handicrafts, state and folk symbols, everyday life, arts and crafts) is proposed. Importance of involving senior preschool age children in folk crafts and handicrafts, arts, making folk toys is actualized, which promotes patriotism, development of personal qualities such as kindness, compassion, courage. The role of aesthetics of everyday life, state and national symbols in awareness of the beauty of the surrounding reality by child is determined. The paper suggests theoretical and methodological aspects of professional training of students for decorative drawing and decorative application classes (drawing and application of Easter eggs on planar forms, Yavoriv toys, exercises in elements of Hutsul and Petrykivka painting), making a folk toys from various materials (threads, fabric, hay, straw), modeling visits to a virtual museum in work with senior preschool age children; the importance of such classes for mental, speech development, preparation for schooling of senior preschool age children is substantiated. The pedagogical conditions for the effectiveness of the usage of ethnological-aesthetic means in the practice of institutions of preschool education are proposed. The authors emphasize the importance of training future educators to create an appropriate educational environment, develop skills to select tools and methods for work with children that would promote their creative attitude to the aesthetic development of reality, reflecting it in their own creative activities.
7
Valenkevych, O. "Cultural and Educational Bases of Czech Museums Activities (Based on the Example of the Science Center "Techmania" in City Plzen)." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 39–44. http://dx.doi.org/10.35433/pedagogy.3(89).2017.39-44.
Full textAbstract:
The article discusses the activities of Czech children's museum "Science Center "Teсhmania"" in city Plzen in the Czech Republic, which teaches and develops children with the help of interactive technologies. They influence on the formation of personality competency of the museum educator, helping to carry out efficiently the educational process, promote the effective implementation of education in terms of the museum environment. The article is devoted to a definition of the place and the role of the pedagogy of museum in organization of the cultural and educational process in museum. The role of the children's museum in non-formal education in the Czech Republic is described. There are shown the directions of scientific and technical education in the form of a game, using the latest technological advances (the usage of 3D-cinema, program of children's groups, the development of museum infrastructure). The necessity of introducing such work experience in Ukraine is shown. Borrowing the experience of foreign colleagues is important because the activities of our museums sometimes require radical restructuring. The introduction of close cooperation with such educational institutions like the museum "Teсhmania" is important, and high scientific and technical level remains an important issue as well, worthy of imitation. Prospects for further development of this problem lies in the consideration of other foreign museums that will enable national museums to adopt better and increase efficiency.
8
Danek, Jan, B. Shaushekova, and E. Ibrayeva. "Advantages of joint work of school with organizations of supplementary education at different historical stages." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 66–72. http://dx.doi.org/10.31489/2021ped1/66-72.
Full textAbstract:
Article deals with the problem of interaction of the museum and school from the early ages. Authors give thoroughly full images of joint work of museums and schools in developed countries and analyze their experiences in conducting this way of cooperation. In the article there were listed the problems of interaction between the museum and the school and features of interaction at different historical stages. Authors describe the promising models of cooperation and the answers to question ‘How the problem of “museum and school” is solved abroad?’ Work of museums with students have been discussed in details, i.e. work with preschoolers and younger students, middle and high school students. Authors gave classification of museums of educational institutions: university museums, school museums, pedagogical museums. They have considered pedagogical museums in the period of origin and prosperity, the evolution of pedagogical museums, museums of the history of education and children's museums. Authors have analyzed the prospective of having museumschool partnership.
9
Henderlong, Jennifer, and Scott G. Paris. "Children's Motivation to Explore Partially Completed Exhibits in Hands-On Museums." Contemporary Educational Psychology 21, no. 2 (April 1996): 111–28. http://dx.doi.org/10.1006/ceps.1996.0011.
Full text
10
Viskovic, Ivana, and Maja Ljubetić. "Pedagogıcal Aspects of Famıly Functıonıng." Erken Çocukluk Çalışmaları Dergisi 6, no. 1 (May 7, 2022): 308–32. http://dx.doi.org/10.24130/eccdjecs.1967202261370.
Full textAbstract:
Various changes in the conditions of social functioning also affect family functioning. Respecting the personality and autonomy of the individual, the connection between the quality of family functioning and educational outcomes of children cannot be neglected. The pedagogical influence of the family on the individual is recognizable by the adopted value orientations and social norms, models of behaviour, learning strategies, ways of distributing power and taking responsibility; communication and ways of solving problem situations, as well as flexibility and expressiveness. Understanding family functions (economic, socio-emotional, religious, reproductive”¦) and their simultaneous impact on children, it is unjustified to interpret children's educational outcomes based on separate aspects of family functioning. Relevant research indicates that a number of latent and intervening variables are associated with children's educational outcomes, and therefore the family is accepted as a nonlinear dynamic system, so changes and children's outcomes are certain, but not easily predictable.
Dissertations / Theses on the topic "Children's museums Educational aspects"
1
Weier, Katrina. "Lessons from an interactive exhibition: Defining conditions to support high quality experiences for young children." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36628/1/36628_Digitised%20Thesis.pdf.
Full textAbstract:
During their early years, young children are exposed to a range of learning settings, both formal and informal. This study focused on young children's engagement and reflection in an informal museum context. Using qualitative research methodology, a three-week community art project, The Art of Eric Carle, was examined. This setting combined an interactive art exhibition and an art studio workshop, to resemble the informal learning context characteristic of popular, contemporary, interactive museum venues of all kinds. Through a descriptive interpretative analysis, the study aimed to document the experiences and abilities of young children (aged birth to eight years) as artists and art appreciators within this environment. A broader aim of the study was to identify a range of conditions that support high quality experiences for young children in informal learning settings in general. A detailed set of ideal criteria, encompassing the physical, programming and social components of the learning setting was developed and applied to The Art of Eric Carle project.
The findings of the study clearly demonstrated that certain conditions enhance young children's engagement and reflection in informal learning settings. While physical, programming and social factors all play a role in forming young visitors' experiences, it is the social component of the learning environment, specifically children's interactions with adults, that determines the quality of their encounters. Social exchanges assist children to interpret the museum environment and its exhibits and to successfully take part in the learning experiences offered. A synergistic relationship exists between physical, programming and social factors, and with equal attention given to each of these aspects of the informal learning setting, high quality experiences can be provided for young children.
2
Lincoln, Margaret L. "The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5407/.
Full textAbstract:
Museums today provide learning-rich experiences and quality informational resources through both physical and virtual environments. This study examined a Holocaust Museum traveling exhibition, Life in Shadows: Hidden Children and the Holocaust that was on display at the Art Center of Battle Creek, Michigan in fall 2005. The purpose of this mixed methods study was to assess the informational value of a Holocaust Museum exhibition in its onsite vs. online format by converging quantitative and qualitative data. Participants in the study included six eighth grade language arts classes who viewed various combinations or scenarios of the onsite and online Life in Shadows. Using student responses to questions in an online exhibition survey, an analysis of variance was performed to determine which scenario visit promotes the greatest content learning. Using student responses to additional questions on the same survey, data were analyzed qualitatively to discover the impact on students of each scenario visit. By means of an emotional empathy test, data were analyzed to determine differences among student response according to scenario visit. A principal finding of the study (supporting Falk and Dierking's contextual model of learning) was that the use of the online exhibition provided a source of prior orientation and functioned as an advanced organizer for students who subsequently viewed the onsite exhibition. Students who viewed the online exhibition received higher topic assessment scores. Students in each scenario visit gave positive exhibition feedback and evidence of emotional empathy. Further longitudinal studies in museum informatics and Holocaust education involving a more diverse population are needed. Of particular importance would be research focusing on using museum exhibitions and Web-based technology in a compelling manner so that students can continue to hear the words of survivors who themselves bear witness and give voice to silenced victims. When perpetuity of access to informational resources is assured, future generations will continue to be connected to the primary documents of history and cultural heritage.
3
Edmundson, Jane, and University of Lethbridge Faculty of Fine Arts. "Dr. Soanes' Odditorium of Wonders : the 19th century dime museum in a contemporary context." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Arts, c2013, 2013. http://hdl.handle.net/10133/3426.
Full textAbstract:
19th century dime museums were a North American phenomenon that flourished in urban
centres from the mid- to late-1800s. Named thusly due to their low admission cost, dime
museums provided democratic entertainment that was promoted to all classes as
affordable and respectable. The resulting facilities were crammed with art, artifacts,
rarities, living human curiosities, theatre performances, menageries, and technological
marvels. The exhibition Dr. Soanes’ Odditorium of Wonders strives to recapture the spirit
and aesthetic of the dime museum to invoke wonder in the viewer and to combine art,
artifacts, and oddities to provoke questions about the boundary between education and
amusement. Both the academic and curatorial texts utilize a mix of methodological
approaches appropriate to museology, art history and cultural history: theoretical research
into historiographical issues concerning theories of display and spectacle; archival
research and discourse analysis of historical documents, and material culture analysis
(including the semiotics of display).iv, 60 leaves : ill. ; 29 cm
4
Lam, Suet-hung Anne, and 林雪虹. "A study of the educational role of public art museums." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B38628740.
Full text
5
Mathewson, Donna School of Art Education UNSW. "A socio-cognitive model for learning in art museums: establishing a foundation for cultural practice in the secondary school years." Awarded by:University of New South Wales. School of Art Education, 2006. http://handle.unsw.edu.au/1959.4/27295.
Full textAbstract:
This doctoral investigation examines educational relationships between museums and schools, and more specifically between art museums and secondary art education. The author's analysis of literature pertaining to museum/school relationships and previous research conducted within Honours research establishes systematic contradictions as permeating the public role of museums and educational engagements with museums. In seeking explanation, a theoretical framework, derived from the social theories of Pierre Bourdieu is developed. The framework is used to interrogate the practices of school-based art education and art museums, and the agents involved, to examine how social relations operate to enable and constrain the representation and engagement of secondary school-based perspectives in the museum setting. Aspects that have previously remained unacknowledged are examined to reveal the interplay of factors that influence educational experiences in the art museum setting. Using the findings from the first stage of the analysis, in concert with the Bourdieuan framework, the author develops a model for learning in art museums that explores and articulates a new pedagogical terrain in the art educational use of art museums. A socio-cognitive framework is developed to reflect the strategic incorporation of museological knowledge, contemporary art education philosophies and practices and sociological theory. The aims of the model are to engage secondary art education and art museums using a sociological perspective, provide the tools for secondary art educators to be autonomous in the art museum setting, recognize that individuals relate to cultural materials and experiences in varying and multiple ways and develop educational encounters that predispose learners to engage in the cultural practice of art museum visiting. In intrinsically valuing art museum experiences as distinctive learning opportunities, the model provides teaching and learning strategies that allow for a multi-faceted, developmentally appropriate and cognitively based educational involvement. As the ultimate outcome of the research the model has significance for secondary art students, secondary art educators, teacher educators and art museum educators. It is unique in providing a secondary school-based art educational perspective on learning in art museums that is designed to establish a foundation for cultural practice, within and beyond the school years.
6
Walcott, Crystal. "Visual aspects of children's sense-making strategies related to shape classification." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243784.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4491. Advisers: Peter Kloosterman; Frank K. Lester.
7
Yount, Katherine. "A Collaborative Affair: The Building of Museum and School Partnerships." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30532/.
Full textAbstract:
This study examined two art museum and school partnerships in order to learn how partnerships enable an integration of goals, participants' beliefs and values, and learning objectives. This study examined the partnerships through a social constructivist lens and used narrative analysis as way to interpret participants' stories about collaboration. The research found three major themes among participants' stories. Participants: a) valued good communication to establish relationships between partners, b) believed partnership offered students experiences that educated the whole person, and c) felt that students making meaning by interacting in the museum environment was an indicator of success. The study closes with discussion of the researchers' own constructions as they developed throughout the study.
8
Daniels, Nicolette Deidré. "The promotion of scientific literacy within a museum context." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1343.
Full textAbstract:
Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
9
Liu, Wan-Chen. "An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaboration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ38931.pdf.
Full text
10
Jebbett, Lorraine Marcia. "What parents want from direct access to educational psychologists in a children's centre." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2954/.
Full textAbstract:
Increasingly, Educational Psychology Services are opening their provision to parents in community settings such Children’s Centres (Davis et al 2008), but, there has been little research regarding what parents want from this provision. Eleven parents who attended a Children’s Centre in the West Midlands, participated in semi-structured interviews (including sort card activities) designed to explore what they wanted from the opportunity to meet directly with an Educational Psychologist (EP). Transcripts of interviews were subjected to thematic analysis. Many parents reported wanting support at a community and personal level, (relating to a range of difficulties e.g. behaviour) and appeared to view difficulties that a child experiences as being ‘down to’ parenting skills. Parent’s therefore reported feelings of shame and embarrassment and wanted an EP to help build confidence in their parenting skills and to provide advice, information, techniques and direction. Parents valued EPs’ training, knowledge and experience and wanted this to be utilised to offer a unique/different perspective and to help them better understand their child. A solution focused consultation approach appears to be most aligned to what parents want. The findings also showed that some parents did not know what an EP does and equated EP work with psychiatry. EPs therefore need to advertise their role and to be approachable and accessible.
Books on the topic "Children's museums Educational aspects"
1
Bercovitch, Maxine. The "Museum in motion": Mobile children's exhibit. [New York?: The Author?], 1995.
Find full text
2
Cleaver, Joanne. Doing children's museums: A guide to 225 hands-on museums. Charlotte, Vt: Williamson Pub., 1988.
Find full text
3
Cleaver, Joanne. Doing children's museums: A guide to 265 hands-on museums. Charlotte, VT: Williamson Pub., 1992.
Find full text
4
Williams, Elspeth M. " Finding Cleopatra's eyeballs" and other archaeological pursuits: A Royal Ontario Museum study of children's perceptions of the past. [Toronto]: The author, 1992.
Find full text
5
Bøgh, Charlotte. Børn på museer. København: Kulturministeriets Arbejdsgruppe om børn og kultur, 1987.
Find full text
6
Melton, Arthur W. Measuring museum based learning: Experimental studies of the education of children in a museum of science. Washington, D.C: American Association of Museums, 1996.
Find full text
7
1951-, Grusin Sarah, ed. Where's the me in museum: Going to museums with children. Arlington, Va: Vandamere Press, 1989.
Find full text
8
Bardt-Pellerin, Elisabeth. A museum guide for parents of curious children: Learning together from objects. Montréal: Education Dept., Montreal Museum of Fine Arts, 1985.
Find full text
9
Merrill, Dorothy. Planning for the very young: Excellence and equity in preschool activities at science museums. Edited by Robinson Jeri, Willow Diane, Martin-McCormick Lynda, Association of Science-Technology Centers, and Children's Museum of Boston. Washington, DC: Association of Science-Technology Centers, 1990.
Find full text
10
1946-, Paris Scott G., ed. Perspectives on object-centered learning in museums. Mahwah, N.J: Lawrence Erlbaum Associates, 2002.
Find full textBook chapters on the topic "Children's museums Educational aspects"
1
Gong, Xin. "Educational Impact of Children's Museums in China." In Children's Museums as a New Informal Learning Environment in China, 106–36. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003088523-5.
Full text
2
Bueno, Juliana, and Martha Marandino. "The Notion of Praxeology as a Tool to Analyze Educational Process in Science Museums." In Cognitive and Affective Aspects in Science Education Research, 339–55. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58685-4_25.
Full text
3
Selivanov, Nikolay. "Virtual Construction Kits." In Visual Literacy in The Virtual Realm: The Book of Selected Readings 2021, 94–111. International Visual Literacy Association, 2021. http://dx.doi.org/10.52917/ivlatbsr.2021.019.
Full textAbstract:
The “Studio of art designing” develops and publishes electronic creative education programs for children and young people. All virtual kits represent miniature programs each designed for a small but clear task. The main purpose of each construction kit is to reveal the meaning of some aspect of the creative process. Virtual construction kits suggest the user making their own work of art. However, this creative process is done with the help of means and methods that develop the user’s thinking. Thus, the user gets to know this phenomenon “from the inside.” Virtual kits have found application in textbooks for a comprehensive school and as an accompaniment to museum projects. Projects related to the Russian Avant-Garde, antique vase-painting, steampunk, infographics, animation, “laterna magica” and visual storytelling are used in many secondary schools and museums in Russia.
4
Mullan, Killian. "Time for Education and Culture." In A Child's Day, 27–58. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529201697.003.0002.
Full textAbstract:
This chapter discusses overall trends in children's time doing homework and study. It analyses differences in trends associated with parental education to explore the extent to which trends in time doing homework and study reflect socio-economic differences in educational outcomes. Despite increasing levels of school attainment, children from lower socio-economic backgrounds overall persistently obtain fewer qualifications from school than those from relatively more advantaged families. The chapter also studies trends in children's time reading and their participation in a wide range of cultural activities, such as going to galleries and museums or the cinema and sporting events. Middle-class parents typically possess relatively high levels of cultural capital, evidenced in their relatively higher qualification and participation in different cultural practices, which may in turn help sustain socio-economic differences in educational outcomes for children.
5
Govind, Madhu. "Fostering Computational Thinking in Homes and Other Informal Learning Spaces." In Teaching Computational Thinking and Coding to Young Children, 158–75. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7308-2.ch008.
Full textAbstract:
This chapter provides theoretical and practical insights for fostering children's computational thinking (CT) in homes and other family-friendly spaces such as libraries, museums, and after-school programs. The family context—the kinds of roles, interactions, and opportunities afforded by parents, caregivers, and siblings—is essential for understanding how young children learn and engage in CT. This work is informed by research on how everyday activities and educational technologies (and the contexts in which they are used) can be designed to promote opportunities for CT and family engagement. This chapter discusses ways to support children's CT by co-engaging family members in collaborative coding activities in homes and other informal learning spaces.
6
Sadik, Wafaa EL, and Rüdiger Heimlich. "At the Base of the Cathedral." In Protecting Pharaoh's Treasures. American University in Cairo Press, 2017. http://dx.doi.org/10.5743/cairo/9789774168253.003.0007.
Full textAbstract:
This chapter begins with a description of the cathedral near the author's apartment in Cologne, which reminded her of the pyramids. Although erected thousands of years later, the cathedral, like the pyramids, is an amazing testament to the power of the faith. The cathedral and the Rhine, the museums, and the Philharmonic kept the author from becoming homesick. During her brief stay in Cologne, she had admired the educational programs for children the museums had developed to accompany their exhibition Nofret, the Beautiful. She then decided that she wanted to work in museum education programs, especially for children and the handicapped. From 1988 to 1991 the author worked on the study about an Egyptian children's museum, writing it first in Arabic, then in a German version.
7
IVAȘCU, ANCA CRISTINA. "ASPECTS REGARDING THE IMPORTANCE OF COLLABORATION BETWEEN KINDERGARTEN AND FAMILY FOR THE HARMONIOUS DEVELOPMENT OF THE CHILD." In Values, models, education. Contemporary perspectives. Eikon Publishing House, 2022. http://dx.doi.org/10.56177/epvl.ch30.2022.en.
Full textAbstract:
The kindergarten and the family have an essential role in the harmonious development of the child. It is very important to have a close connection between the kindergarten and the child's family to be able to work together on his development. The kindergarten must always collaborate with the child's family, because the parents must be considered partners by the educator in the children's education, in the process of their development. Between the kindergarten and the family, there must be a permanent relationship of collaboration, which should be maintained through the realization of the educational partnership between the kindergarten and the family. The kindergarten-family educational partnership has an important role in the child's development, because through the activities within it, pluses are brought in the child's development. Both the kindergarten and the family have their well-established role in the kindergarten-family partnership and each one tries to do his part to be able to achieve something for the good of the children together, because this is the common goal of the two educational environments, that of working together on children's development, and to train him to be able to integrate into society. Therefore, the collaboration between the kindergarten and the family has a very important role in the harmonious development of the child.
8
Lewis, Leslie. "Parents' Learning about Children's Learning." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0027.
Full textAbstract:
Through their experiences in OC classrooms, parents become learners themselves and transform their way of thinking about how children learn and develop. The parents’ learning is an important resource for the children’s classroom learning, and it also extends the impact of the OC philosophy from classrooms to homes. Because parents and children share in learning at school, the philosophy and practices become part of many families’ home life. Before our family found the OC, I had been volunteering in my daughter’s kindergarten in her previous school—cutting, laminating, filing, and trying to stay out of the way. It didn’t take long to realize that the teacher (nice though she was) saw a clear distinction between home and school. She tolerated me, but neither of us had a clear idea how I could best help in the classroom. I wasn’t interacting with the children at all. Even when the teacher left the classroom for 15 or 20 minutes to deal with behavior problems, she didn’t ask me to take charge; the children were on their own. When a friend and I went to observe the OC, I was impressed that the co-opers and the teacher were focused and collaborative and supportive. Soon after this we joined the OC. I was motivated to help my daughter learn, like most parents in the OC, but I had a lot to learn myself about how I and other adults can help children learn. Initially, the only thing that made the OC more valuable to my family than the neighborhood school was the parental involvement—I could know what was going on in the classroom as well as being acquainted with the children and adults in my child’s life. As to other aspects of education at the OC, such as problem solving and building curriculum around children’s interests—I knew nothing about them and did not know what to expect. My children’s education has become one of the biggest educational experiences of my life. Some of my most important “lessons” were how children can solve problems and how adults can support this, how teaching can be integrated around children’s interests, and how adult flexibility supports children’s learning.
9
Maslennikova, Svetlana Fedorovna, Olga Borisovna Mezenina, and Anna Alekseevna Medvedeva. "The Role of Creative Tasks in the Development of Future Guides of the Course “Museums of the World”." In Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society, 160–70. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-102441.
Full textAbstract:
The authors reveal some aspects of the application of creative tasks when mastering the course «Museums of the World» by future bachelors of tourism in this chapter. The fulfillment of these tasks contributes to the formation of general cultural and professional competencies of students. The authors introduce the results of educational and research work and completed creative tasks to students of the Ural State Forestry University.
10
Viejo, Carmen, Izabela Zych, and Vicente Llorent. "Teacher Skills in Early Years Education." In Advances in Early Childhood and K-12 Education, 1–15. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5167-6.ch001.
Full textAbstract:
Early years education was found to be a key period for children's development. Children enter the school setting for the first time and are eager to learn as much as possible. At the same time, teachers need to address this demand that, increasingly, exceeds the purely academic boundaries and moves towards the child's holistic development. Therefore, besides academic skills, teachers should also include in their educational practice competencies for prosocial interpersonal relationships and skills to manage social and emotional aspects of life. This should be done without forgetting the academic aspects required in the curriculum. Moreover, all these contents, teaching methodologies, and principles should be adjusted according to children's age and motivation. Thus, skills to design, plan, implement, and evaluate an appropriate curriculum, manage convivencia, and create context and promote children's play are the three key elements of teacher training in early years education.
Conference papers on the topic "Children's museums Educational aspects"
1
Mažeikienė, Natalija, and Eglė Gerulaitienė. "EDUCATIONAL ASPECTS OF NUCLEAR TOURISM: SITES, OBJECTS AND MUSEUMS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1369.
Full text
2
Hartmann, M., and S. E. Tshernyshev. "EDUCATIONAL AND SCIENTIFIC PERSPECTIVES OF NATURAL HISTORY MUSEUMS IN GENERATION OF NATURAL HERITAGE KNOWLEDGE AND PRESERVATION OF BIOLOGICAL DIVERSITY VOUCHERS." In V International Scientific Conference CONCEPTUAL AND APPLIED ASPECTS OF INVERTEBRATE SCIENTIFIC RESEARCH AND BIOLOGICAL EDUCATION. Tomsk State University Press, 2020. http://dx.doi.org/10.17223/978-5-94621-931-0-2020-49.
Full textAbstract:
Natural History Museums continue to play a significant role as centres for educational and scientific activity of society; as new types of research potentially evolve in the future, the importance of such Museums does not diminish but only increases. The educational and scientific perspectives of natural history museums in generating knowledge of natural heritage and preserving biological diversity vouchers, have great importance and will be in increasing demand at the nearest future. All scientists working on natural profiles and environmental change are strongly recommended to pay special attention to Museum collections, visit them and help their progress to any extent possible.
3
Xu, Jing, and Duoduo Zhang. "From disembodied to embodied: the embodied transformation of children's architectural education learning situation design." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002386.
Full textAbstract:
The current traditional teaching mode of children's architectural education makes children's bodies detached from the situation, and there are problems such as abstract knowledge, single perception, and lack of practice. Based on the concept of embodied learning, this paper proposes a design strategy for embodied learning situations, and on this theoretical basis, designs and implements children's educational practice services based on Huayao's traditional architectural culture. Firstly, through literature research, based on situational learning and embodied cognition theory, analyze the characteristics of children's cognition, explore the internal connection between situation and children's architectural education, discuss the significance of embodied theory in the design of learning situations, and draw the conclusion of the learning process of embodied situations. Three stages, namely perception, engagement, and reflection on the situation. On this basis, it proposes the design strategy of embodied learning situation, and discusses four aspects: daily cultural situation, embodied resource situation, role task situation, and evaluation generation situation. Provide an effective reference for the design of architectural education activities for children, and design learning situations through embodied concepts to help children in architectural education activities to explore interaction, knowledge transfer, and cultural generation, and improve creativity and innovative thinking.
4
Xin, Cai. "Chinese Characters Factory - Design of children's Chinese character construction enlightenment game based on augmented reality technology." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002067.
Full textAbstract:
China's "13th Five-Year Plan" points out that the development of the industry should adapt to the development trend of multi-media technology. Nowadays, augmented reality and virtual reality technologies have gradually penetrated into our daily life and have had a significant impact in many aspects. Since ancient times, there have been many important educational ideas in China. With the development of the Internet, there is a particular focus on the importance of Chinese characters. In recent years, the application of AR design and related research in various fields of children's education has also developed rapidly, at the same time, the unique interactive, immersive and imaginative characteristics of AR technology have greatly improved the enthusiasm and initiative of learning because they conform to children's figurative thinking. Therefore, in this environment, it is meaningful to explore how to effectively create a sought after AR children's Chinese character construction enlightenment game.【Methods】: This paper introduces augmented reality technology into the field of children's Chinese character education through technical research to create a design method of virtual-real interaction.This paper discovers the characteristics of children's language education, as well as the Chinese character root method through theoretical research, and finds the fit in children's cognitive development and the character root method. The author attempts to design a suitable set of diagrams to tap into the similarities between word-making thinking and product thinking.This paper finds the AR teaching format through market research. It weakens the one-way indoctrination process of product knowledge information and gives play to children's subjective initiative. The content is intuitive and can be used to perceive information through visual, tactile and auditory senses in a comprehensive manner.【Result】: “Chinese Characters Factory” is developed based on the Unity 3D, with ARkit as an augmented reality technology solution, run on the IOS platform. Users have access to game experience with iPad. The whole design practice is divided into three systems: Chinese character experiment system, mapping collection system and entertainment interactive system. The Chinese Character Experiment System was inspired by chemical experiments. Chinese characters are formed by the combination of character roots and graphemes with corresponding character formation methods. It identifies the Chinese character card images in the physical environment according to the image tracking technology of ARkit, being able to superpose Chinese character models. In addition, mapping collection system and entertainment interactive system are used to solve children's Chinese character literacy, novel and entertaining growth education.【Conclusion】: Children's educational products with augmented reality technology are important and innovative for the development of children's minds. It is highly interactive and rich in teaching content presentation, so it can mobilize children's all-round perception of information, which greatly stimulates children's learning interest in the learning process and brings a brand-new experience to teaching.Based on the characteristics of Chinese characters, "Chinese character Factory" is a Chinese character AR game that fits the characteristics of language education and the cognitive development of preschool children. It applies the advantages of augmented reality technology to help children learn and memorize Chinese characters in a gamified way by experimenting with synthetic Chinese characters, bringing children a vivid and interesting Chinese character learning experience. At the same time, "Chinese character test" is ready to be put on the App store.At present, the application of educational products based on augmented reality technology on the market is still in the primary stage. In the future, we still need to explore the application of augmented reality technology in education.
5
Wang, Xiyu, and Li Xu. "Fogg behavior model for children's sex education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002388.
Full textAbstract:
In recent years, many cases of child sexual abuse have been exposed by the media. In addition to unscrupulous criminals and imperfect laws, children cannot correctly understand "sex" and lack of self-protection consciousness, which is also one of the sources of a series of tragedies. Therefore, the social attention of child sex education continues to rise. No matter family, school or society begin to advocate sex education, among which the role of family sex education can not be ignored. Based on the relevant research on the design of child sex education services, many literatures have identified the stakeholders of child sex education, put forward the issue of child sex education from the perspective of behavior design, and put forward the importance of parental participation. The key point of sex education for children is to drive parents' educational behavior and improve children's sexual knowledge acquisition degree. Parents' reasonable and perfect sex education can give children a healthier body and mind and avoid harm. But what kind of education form and content can better achieve the purpose has become the focus of social attention. This paper introduces the way of service design to integrate related resources and construct a service system to meet the needs of parents to carry out sex education for children. Information systems or software that strengthen, change or form a person's behavior, purpose or attitude without coercive means are called persuasion systems. It is proposed by Professor BJ Fogg from Stanford University to use persuasion technology to realize the design purpose of persuasion system, which can also be called "persuasive design". At present, theories of behavior table, FBM behavior model, eight steps of persuasive design, and persuasive web design have been formed, all of which are attributed to the unremitting research of scholars such as BJ Fogg and Andrew Chak. FBM model is a new model established by Fogg to study human behavior. It is a behavior model based on persuasive design. According to THE FBM model, there are three basic factors for individuals to produce behaviors. The first is motivation factor, which requires users to have certain motivation support to realize certain behaviors. Ability factor refers to the user's ability to achieve a behavior, or the difficulty of a behavior itself to the user's ability requirements; A trigger is a point of opportunity for the final completion of the action.Based on these theories, this paper will study the sex education model suitable for parents to realize in the family.With the support of persuasion theory, the behavior and needs of parents and children are analyzed to obtain the behavior table, and the three elements of behavior realization are analyzed according to Fogg behavior model. First of all, this paper analyzes the different behaviors that parents and children may have in the process of sex education, analyzes the relationship between them by using the behavior table, and analyzes the causes behind it. Secondly, this paper constructs the Fogg behavior model of children's sex education. Fogg behavior model is a new model established by Fogg to study human behavior. It is a behavior model based on persuasive design. According to Fogg's behavior model, there are three basic factors for individuals to produce behavior: motivation factor, ability factor and trigger factor. This paper analyzes the basic elements of parents' and children's behaviors in the process of sex education from three aspects of motivation, ability and trigger points, and puts forward some strategies to improve the quality of sex education for children, hoping to better improve the quality of sex education and play a positive role in promoting the development of sex education for children in the future.
6
Liu, Miao, and Hongzhao Qi. "Product Design for Children's Life Education from the Perspective of Social Control Theory." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001739.
Full textAbstract:
Childhood is the beginning of life, and education during this period is crucial to a person's growth. Life education is an important part of the basic education system, and life education for children is conducive to establishing the correct values of life from an early age, learning to respect and care for their own lives and the lives of others. Life education has always been the weakness of the Chinese education system, and the lack of awareness of life education among children from an early age has led to many tragedies. Life education in China is still in the exploratory stage, and the research and development of life education products for children is still insufficient, so it is of great social value to study how to design better life education products.This paper studies the product design of children's life education from the perspective of the Social Control Theory, which is a long-established criminological theory that studies how to comply with social rules and prevent impermissible behavior. The Social Bond Theory in Social Control Theory holds that the four key elements of "attachment", "commitment", "involvement" and "belief", also known as social bonds, help people reduce their criminal tendencies. Social Control Theory has been widely used in the study of juvenile delinquency, but few researchers currently apply it to the field of children’s life education, so it is a novel perspective and method to apply Social Control Theory to children's life education design research. It brings forward social control from crime prevention to promoting children's education, this is relevant and reasonable.This paper first uses the interdisciplinary research method, integrates the multidisciplinary knowledge of sociology and psychology to study and summarize the Social Control Theory, and combines Piaget's cognitive development theory and other educational theories to study children's life education, summarizes the connection between social control and children's life education, and constructs the basic framework of life education system from the perspective of social control. In this paper, we used python crawler to collect data about children's life education products and summarize the current situation of children's life education product design. The questionnaire method was used to obtain the data of approval degree of parents of kindergarten children for children's life education and in the investigation of the attributes of children's life education products they value. Design suggestions for children's life education products are provided from the perspective of the four aspects of the social bond of social control theory: attachment, commitment, involvement and belief.This paper summarizes the connection between Social Control Theory and children's life education. From the perspective of social control, the continued development of life education deficiency is deviance and crime, and the purpose of children's life education is firstly to guide children to learn to comply with norms and to create values, and secondly to develop self-control from an early age and learn to cope with emotional changes. Social Control Theory provides a new perspective for the design of children's life education products, that is, from the four social bonds of "attachment", "commitment", "involvement" and "belief", make children cultivate good cultural values and positive personality, enhance their social participation and self-efficacy. Social Control Theory can help society, families and schools provide better life education for children, and help children learn about life more effectively, establish correct life values and have a better life.
7
Darulová, Jolana. "Kultúrne dedičstvo bývalých banských oblastí v zážitkovom lokálnom turizme." In XXIV. mezinárodního kolokvia o regionálních vědách. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9896-2021-39.
Full textAbstract:
Mining activities in the territory of central Slovakia have left many monuments of technical, architectural, and urbanistic character. These are rich in socio-cultural traditions, too. They formed a significant component of cultural heritage. The study aims to monitor the heritage use in selected localities of Banská Bystrica and Špania Dolina in experience-based local tourism. The starting point was both institutionalized activitie (e.g. museums) and the activities of civic associations. We have used the techniques of participatory observation and semi-standardized interviews with local government representatives and administrators of the researched events in repeated ethnological research. The first part of the study mentions theoretical and methodological aspects of mountain sites usage in tourism. The second part presents selected examples of good practice - from expositions and exhibitions realized in interactive form, educational trails, animations to the elaboration of mining issue in festivals and the socio-cultural calendar of the village. Technical monuments enriched with experiences and stories with the possibility of involving tourists in old technological procedures, or in monitoring the underground working environment of miners, etc., together with consistent popularization, give the presumption that interest in this part of cultural heritage will increase.
8
Mykyteichuk, Khrystyna, Lyudmyla Tymchuk, and Valentyna Zvozdetska. "Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/19.
Full textAbstract:
The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily observation and interpretation of children's activities has become an integral part of the teacher's work. The essence of systematic pedagogical diagnostics of school readiness in Polish preschool institutions is revealed. On the basis of retrospective analysis, it is highlighted the evolutionary development in Polish pedagogy of the diagnosing children's readiness problem in school. According to the chronological principle, diagnostic methods are systematized; their semantic and procedural aspects are characterized. It is substantiated that as a result of diagnostic techniques, mastering the tools and ability to perform diagnostic procedures, the teacher gets the opportunity to determine the degree of mental and social development of the child, which contributes to school tasks, as well as factors that determine this development. The teacher forms a complex child’s profileconcerningthe knowledge and competencies, and on its basis develops a strategy of pedagogical influence and interaction with the child at the beginning of school.