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|a Working with Young Children in Museums :
|b Weaving theory and practice /
|c edited by Abigail Hackett, Rachel Holmes and Christina MacRae.
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|a London ;
|a New York, NY :
|b Routledge/Taylor & Francis Group,
|c 2020.
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|c ©2020
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|a 1 online resource
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|a text
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|a Global Perspectives on Children in Museums
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|a Working with Young Children in Museums makes a major contribution to the small body of extant research on young children in museums, galleries and heritage sites. Bridging theory and practice, the book introduces theoretical concepts in a clear and concise manner, whilst also providing inspirational insights into everyday programming in museums. Structured around three key themes, this volume seeks to diverge from the dominant socio-cultural learning models that are generally employed in the museum learning literature. It introduces a body of theories that have variously been called new materialist, spatial, posthuman and Deleuzian; theories which enable a focus on the body, movement and place and which have not yet been widely shared or developed with the museum sector or explicitly connected to practice. This book outlines these theories in an accessible way, explaining their usefulness for conceptualising young children in museums and connecting them to practical examples of programming in a range of locations via a series of contributed case studies. Connecting theory to practice for readers in a way that emphasises possibility, Working with Young Children in Museums should be essential reading for museum practitioners working in a range of institutions around the world. It should be of equal interest to researchers and students engaged in the study of museum learning, early childhood education and children's experiences in museums.
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|a Abigail Hackett is a Research Fellow at the Education and Social Research Institute, Manchester Metropolitan University. Her research focusses on the role of place, materiality and the body in young children's lives in numerous contexts including museums. Her original doctoral research looked at the meaning making of young children in museums and she currently holds a British Academy Postdoctoral Fellowship entitled "The emergence of literacy in very young children: place and materiality in a more-than-human world." Rachel Holmes leads the Children and Childhood Research Group in the Education and Social Research Institute at Manchester Metropolitan University. Her research activities appreciate the complexity of the contemporary worlds that young children, families and communities occupy. The work she engages with includes the development of theoretically-driven intellectual, as well as diverse empirical, research and evaluation projects. Christina MacRae is a Research Fellow at Manchester Metropolitan University whose research interests lie in the Early Years, and, in particular, in theway that sense, affect and movement express a bodily relationship with the world. Her research has focussed on young children's learning in classroom contexts as well as in museums and galleries. She has been an Early Years teacher in inner-city nursery schools, most recently in Bradford. Alongside her teaching, she has an interest in art-making and she has also worked as an artist in collaborative projects with young children in schools.
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|a Includes bibliographical references and index.
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|a Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of figures and table -- List of contributors -- Foreword (Barbara Piscitelli) -- 1. Introduction -- Coming of age? Researching young children in museums -- Children in museums as more-than-human -- How to use this book -- Why isn't this book a "how to" guide? -- References -- PART I: Thing-ness and the power of objects -- 2. Introduction to Part I -- Mapping the world: collecting and categorizing objects -- Caught in a spin: wild, affective things -- Bewildering sensation: assembling ordinary objects -- Distributed agency: encounters with pointless, wondrous objects -- Meandering musings -- References -- 3. The power of objects: little things please little minds? -- Introduction -- Context -- Core values -- Moving through space and time -- Ways of knowing -- Connections and contexts -- Final thoughts and implications for practice -- References -- 4. The thing-ness of wood chips -- Description of the project -- Importance of being comfortable -- Unexpected touch -- Real or not -- Reflections -- Final thoughts and implications for practice -- References -- 5. Bright and Shiny: infants, toddlers and contemporary art at the Ipswich Art Gallery -- Background -- The exhibition concept -- Staff -- Participants -- Research procedure -- Findings -- Final thoughts and implications for practice -- References -- 6. What emerges in playing in The Corner of artist-curated and created matter -- Walking in -- Corner happenings -- The dynamic transaction of playfulness -- Final thoughts and implications for practice -- Note -- References -- 7. For the love of small stuff: materialising theory in an early years artist residency -- Introduction: the residency context -- Spinoza, the philosophical base -- "Thing power" in action -- The materiality of space.
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|a Final thoughts and implications for practice -- References -- 8. Commentary on Part I: On fire -- References -- PART II: Museum spaces -- 9. Introduction to Part II -- Museums as places -- Movement and lines -- Mapping -- Emplaced knowledge and imagination -- The mundane -- Being entangled with place -- Children make place -- Disrupting assumptions -- places for children, children's places -- Concluding thoughts: beyond rationality -- References -- 10. Leaving room for learning: University of Cambridge Museums' nursery in residence -- Introducing the project partners -- Why did we develop the residency? -- Action research and practitioner as researcher -- How did we document the project? -- The revolving door: the conflict between freedom and control -- Final thoughts and implications for practice -- Note -- References -- 11. The sound of Little Feet at the British Museum -- The British Museum and under 5s -- How did we get going? -- Pilot phase: stage 1 -- Pilot phase: stage 2 -- Little Feet becomes part of core programming -- Final thoughts and implications for practice -- 12. Young children explore Sewerby -- Introduction -- Developing under 5s access at Sewerby Hall and Gardens -- The research project -- The house: making sense of the space -- Objects: finding familiarity and strangeness -- People: moving, talking and exploring together -- Benefits and challenges -- Reflections: what values and ideas might guide our future work in developing access for under 5s? -- Final thoughts and implications for practice -- Acknowledgement -- References -- 13. Climate, landscape and landmarks: providing spaces for belo -- Climate: welcoming families and anticipating needs -- Landscape: exploring space and families realities -- Landmarks: encounters, connections and chance -- Final thoughts and implications for practice -- References.
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|a 14. Navigating, negotiating and lighting up in a nature gallery for under 5s -- Introduction -- Reflections on research themes -- Navigating and negotiating -- Physical exploration of museum spaces -- "Lighting up" and "making sense of" (their museum experiences) -- Social relationships -- Key strengths and benefits of project -- Final thoughts and implications for practice -- Acknowledgement -- References -- 15. Commentary on Part II: places along lines of flight -- PART III: Time, new experiences and repeat visits -- 16. Introduction to Part III -- The emergence of communities through improvisation, routines, traditions and repetition -- Museums and galleries as event-ful space: assemblages and lines of flight -- The tyranny of chronological time: the importance of noticing and caring for small events -- Time and play: being in the middle -- References -- 17. Transport Tots at Streetlife Museum, Hull: a familiar and unfamiliar space -- Background -- Research and development -- Reflections on playgroup rituals and attachments -- Paths of activity, movement of things and safe-bases -- Personal relationships, group dynamics and conviviality -- Improvising in space -- Final thoughts and implications for practice -- References -- 18. Working off-site with families with young children at the National Gallery of Ireland -- Background -- Off-site activities -- Project 1: Big Way, Little Ways at St Andrew's Resource Centre -- Project 2: Respond Family Hub -- Final thoughts and implications for practice -- Notes -- 19. Come again! How familiarity leads to repeat visits and confident learners -- Introduction -- Familiar starting points -- Adult involvement -- Freedom and choice -- Family-friendly galleries -- Benefits and challenges -- Final thoughts and implications for practice -- Reference.
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|a 20. Healthy Child Drop-In and Baby Stay and Play at Manchester Art Gallery -- Background to the development of the Healthy Child drop-in session at Manchester Art Gallery -- Experimenting with materials -- Building relationships and familiarity -- Future plans -- Final thoughts and implications for practice -- 21. Complicating the narrative: preschooler-led museum field trips -- Introduction -- The project -- Final thoughts and implications for practice -- Notes -- References -- 22. Reflecting on children's play at the Whitworth -- The Atelier at the Whitworth -- Researching pedagogical documentation as away to reflect on practice in the Atelier -- Case study: Oliver and "the brother trap" -- Final thoughts and implications for practice -- References -- 23. On What Grounds -- Session one: 2 March -- Session two: 9 March -- Session eight: 11 May -- Final thoughts and implications for practice -- References -- 24. Commentary on Part III: the lived materialities of the museum -- a new research agenda -- References -- Index.
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| 650 |
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|a Museums
|x Educational aspects.
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| 650 |
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|a Museums and children.
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| 650 |
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7 |
|a SOCIAL SCIENCE
|x Children's Studies.
|2 bisacsh
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| 650 |
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|a EDUCATION
|x General.
|2 bisacsh
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| 650 |
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|a Museums and children
|2 fast
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| 650 |
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|a Museums
|x Educational aspects
|2 fast
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| 700 |
1 |
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|a Hackett, Abigail,
|d 1980-
|e editor.
|1 https://id.oclc.org/worldcat/entity/E39PCjGB7VbrHpYCYG4BJ3RPcd
|
| 700 |
1 |
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|a Holmes, Rachel
|q (Rachel D.),
|e editor.
|1 https://id.oclc.org/worldcat/entity/E39PCjHwmD38JtXKQcfcMQJ8T3
|
| 700 |
1 |
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|a MacRae, Christina,
|e editor.
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| 758 |
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|i has work:
|a Working with Young Children in Museums (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCFJWMK8998v9cQCRhjHjqP
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 776 |
0 |
8 |
|i Print version:
|z 9781138352964
|z 1138352969
|w (DLC) 2019041905
|w (OCoLC)1120090252
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=6033771
|y Click for online access
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