Preschool programs in traditional art museums: A cross-case analysis.

摘要

This qualitative study examines educational practice and program design for preschool groups visiting traditional art museums. Two case studies—one representing a large, well-respected urban institution and the other a smaller, university—related, suburban museum—were selected for the purpose of identifying and describing common elements and unique characteristics of this newly recognized audience within the art museum setting. Interviews of educators and observations of museum programs were the basis for data collection.; Although these programs differ in the formal structure and selection of activities, the educational approach includes similar elements. According to museum educators, knowledge of child development and cognitive theory guide program design and implementation. Play is recognized as an integral element of programming and seen as contributing to children's ability to construct knowledge and relate to art. Educators plan for preschool visitors by incorporating strategies from best practice in the early childhood field, emphasizing active participation, use of imagination, sensory exploration, and storytelling.; Beyond the typical design elements, educators indicate a need to carefully attend to the personal, social, and physical contexts that contribute to the global museum experience. Recognizing the preschool experience as an introduction to the museum world, educators stress the importance of creating a sense of comfort for the children by personalizing the experience and linking activities to prior knowledge. They see the attitude of the educator leading the tour as setting the tone for the museum visit.; This research brings together two distinct domains, early childhood education and museum learning, recognizing the different cultural norms associated with each. Data suggests that knowledge and practice from each domain has implications for the other. As a new field, much can be learned by exploring the relationship between early childhood practice and museum education, examining learning outcomes following museum visits, extending research to look at preschoolers as part of family units, comparing the impact of single versus multiple visits, and examining preschoolers in different museum settings. Research in each of these areas can potentially offer valuable insight for designing museum programs for preschoolers.