January 1st, 2016
This article was migrated from a previous version of the Knowledge Base. The date stamp does not reflect the original publication date.
Overview
Designing science exhibits for young children involves carefully considering the social context of early childhood learning and understanding the nature of science learning and engagement in early childhood.
Findings from Research and Evaluation
Examples
- Animal Secrets exhibition (http://informalscience.org/evaluation/ic-000-000-000-939/Animal_Secrets_Summative)
- Mammoth Discovery exhibition (http://informalscience.org/evaluation/ic-000-000-003-553/Summative_Evaluation_Mammoth_Discovery_)
- Wonder Cabinet (http://name-aam.org/uploads/downloadables/EXH.spg_08/EXH_spg08_The_Wonder_Cabinet_at_the_Childrens_Discovery_Museum_of_San_Jose_Martin.pdf)
- Busytown (http://informalscience.org/projects/ic-000-000-001-574/BUSYTOWN)
Directions for Future Research
Further Reading
- Family learning in museums: The PISEC perspective(https://www.fi.edu/sites/default/files/EvaluationReasearch_4FamilyLearning1998.pdf)
- Creating a learning environment that fosters parent-child interactions (http://informalscience.org/research/ic-000-000-010-595/Creating_a_learning_environment)
- Early childhood science learning: Developing social, language, and psychomotor skills in the Preschool Place at the New York Hall of Science (http://informalscience.org/research/ic-000-000-009-445/Early_Childhood_Science_Learning)
- Preschoolers, Parents, and Educators: Strategies to Support Early Science Literacy (http://informalscience.org/projects/ic-000-000-001-905/PPE_(Preschoolers,_Parents,_and_Educators:_Strategies_to_Support_Early_Science_Literacy))