Promoting Early Interaction and Communication Through Interactive Play in the Museum Context.
Experiencing broad play and interaction opportunities is known to support children's learning and development and engagement with museum collections has the potential to stimulate enriching learning opportunities for even the youngest enquiring minds. Here, we describe the development of Toddler Tim...
| Publicado en: | Journal of Museum Education Vol. 50; no. 2; pp. 235 - 247 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Summer2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=186503497&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 186503497 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10598650 AU6W jtl: Journal of Museum Education issn: 10598650 maglogo: N pubinfo: dt: Summer2025 vid: 50 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 186503497 10.1080/10598650.2025.2484115 ppf: 235 ppct: 12 formats: tig: atl: Promoting Early Interaction and Communication Through Interactive Play in the Museum Context. aug: au: Hulks, Victoria Hoose, A. Croke, C. Hendry, A. su: Child development Early childhood education Social participation Face-to-face communication Cognitive development Ashmolean Museum Museums Oxford (England) sug: subj: Oxford (England) Child development Early childhood education Social participation Face-to-face communication Cognitive development Ashmolean Museum Museums keyword: communication Early years interaction museum pedagogy play toddler ab: Experiencing broad play and interaction opportunities is known to support children's learning and development and engagement with museum collections has the potential to stimulate enriching learning opportunities for even the youngest enquiring minds. Here, we describe the development of Toddler Time; a museum-based early years program developed by the Ashmolean Museum, Oxford, UK, in partnership with researchers (including a speech and language therapist and a developmental psychologist). The program lead was trained to promote responsive interaction strategies within its gallery-themed sessions. Such strategies included "waiting to see what the child is interested in first" and responding to child initiations through "repeating back and expanding." Opportunities for self-reflection and review of adherence supported program refinements and enabled the lead's implementation to shift from using more traditional didactic practice during earlier sessions to providing increased opportunities for responsive interactions later in the program's delivery. Accommodating different ages and stages of development also progressed over time. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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