The landmark study “Learning in Children’s Museums: Is It Really Happening?” confirms that while children play in a children’s museum, observable and quantifiable learning takes place (Puchner et al 2001). From simple cause and effect; to small motor skills, to informational, procedural learning; to conceptual cause and effect, the study documented changes in children’s mental representations due to experiences at a children’s museum.
A May 2003 Young Children article, “Chopsticks and Counting Chips,” lists a number of studies that show the links between play and many foundational skills and complex cognitive activities such as memory (Newman 1990), self-regulation (Krafft and Berk 1998), distancing and decontextualization (Howes and Matheson 1992; O’Reilly and Bornstein 1993; Seigel 2000), oral language abilities (Davidson 1998), symbolic generalization (Smilansky and Shefatya 1990), successful school adjustment (Fantuzzo and McWayne 2002) and better social skills (Corsaro 1998).
A 1997 ZERO TO THREE survey revealed that while parents understand that their children’s earliest years powerfully shape later development and learning, they are often unsure about what they should be doing to promote healthy emotional, social and intellectual development. Children’s museums translate research findings into clear, practical messages for parents. Museum staff, signage and exhibit environments inform adults and children about the characteristics of play and how to encourage play. In other words, children’s museums serve as play mentors, teaching families how to learn together through play.
SOURCE: Association of Children's Museum: "The Case for Children's Museums." Available at www.childrensmuseums.org/
Submitted by: Scott McVarish
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