Children's Museums in New Normal through Museological Approaches

Year 2022, Volume: 4, 55 - 69, 30.11.2022

Ceren Güneröz

https://doi.org/10.51637/jimuseumed.876138

Cited By: 1

Abstract

Functions such as establishing a connection between the past and the future, democratizing, inclusive and polyphonic spaces emphasized in the new museum definition studied by the International Council of Museums (ICOM) in 2019 have been in existence since 1899; it coincides with the existence philosophies and purposes of children and youth museums, which have made progress in parallel with the developments in education and science and have been divided into different types and increased in number all around the world. These museums, which are opened and work purely for educational purposes are considered as the starting point of the visitor-centered and interactive museum approaches. In this context, although the new definition of museum has not yet been officially approved by ICOM, children’s museums have content that will contribute to the new definition of museum with prominent social functions. In the children's museum, which is an interactive example of visitor participation, the choice and control is left to the children; knowledge and personal experience come to the fore; ties are established with personal lives, learning programs are created to ensure communication and cooperation, and entertaining practices that will activate emotions are included. The number and types of these “family-friendly” institutions which offer learning opportunities are also increasing in countries which do not have a long-standing museum tradition. The action taken by children's museums, which stand out with their interaction features, in the face of the COVID 19 pandemic is considered an important indicator for museums in the post-pandemic period, which is defined as the new normal. This study aimed to evaluate the debates on children's museums in line with contemporary museum approaches by describing the scope, diversified goals and purposes of children's museums, and exhibition examples emphasizing current issues, and it defined the works they carried out during and after the COVID 19 pandemic.

Keywords

Museum, museum education, children’s and youth museum, interactivity, playful museum

Müzecilik Yaklaşımlarıyla Yeni Normalde Çocuk Müzeleri

Abstract

Uluslararası Müzeler Konseyi (ICOM) tarafından 2019 yılında üzerinde çalışılan yeni müze tanımında vurgulanan geçmiş ve gelecek bağlantısı kurma, demokratikleştirici, kapsayıcı ve çok sesli alanlar olmak gibi işlevler 1899 yılından beri varlığını sürdüren; eğitim bilimde yaşanan gelişmelere paralel ilerlemeler kaydeden ve kendi içinde farklı türlere ayrılarak sayıca çoğalan çocuk ve gençlik müzelerinin var oluş felsefeleri ve amaçlarıyla örtüşmektedir. Tamamen eğitsel amaçlı açılmakta ve çalışmakta olan bu müzeler ziyaretçi merkezli ve etkileşimli müze anlayışının çıkış noktası olarak kabul edilmektedir. Bu bağlamda çocuk müzesi, ICOM tarafından henüz resmi olarak onaylanmasa da toplumsal işlevleri öne çıkan yeni müze tanımına katkı sağlayacak içeriğe sahiptir. Ziyaretçi katılımının öne çıktığı etkileşimli örneği olan çocuk müzesinde seçim ve kontrol çocuklara bırakılmakta; bilgi ve kişisel deneyim ön plana çıkmakta; kişisel yaşantılarla bağ kurulmakta, iletişim ve iş birliğinin sağlanacağı öğrenme programları oluşturulmakta ve duyguları harekete geçirecek eğlenceli uygulamalara yer verilmektedir. Geniş öğrenme olanakları sunan bu “aile dostu” kurumların sayısı ve türleri yıllara dayanan bir müze geleneği olmayan ülkelerde de artış göstermektedir. Etkileşim özellikleriyle öne çıkan çocuk müzelerinin COVID 19 pandemisi karşısında aldıkları aksiyon yeni normal olarak tanımlanan post pandemi sürecinde müzeler açısından önemli bir gösterge olarak kabul edilmektedir. Bu çalışma çocuk müzelerinin kapsamını, çeşitlenen hedef ve amaçlarını ve güncel konulara vurgu yapan sergi örneklerini betimleyerek, çağdaş müzecilik yaklaşımları doğrultusunda çocuk müzelerine yönelik tartışmaları değerlendirmeyi amaçlamış ve COVID 19 pandemisi sürecinde ve sonrasında gerçekleştirdikleri çalışmaları tanımlamıştır.

Keywords

müze, oyuncu müze, müze eğitimi, etkileşim, çocuk müzesi

References

• Anderson, D., and K. B. Lucas. (2001). A wider perspective on museum learning: Principles for developing effective post-visit activities for enhancing students’ learning. In Using Museums to Popularise Science and Technology, (eds. S. Errington, S. Stocklmayer, and B. Honeyman) 131– 141. London: Commonwealth Secretariat.
• Anderson, D.; Piscitelli, B.; Weier, B.; Everett, M. and Tayler, C. (2010). Children’s Museum Experiences: Identifying Powerful Mediators of Learning. Curator The Museum Journal, 45 (3): 213-231.
• Anderson, D., Piscitelli, B., & Everett, M. (2008). Competing agendas: Young children’s museum field trips. Curator: The Museum Journal, 51(3), 253–273.
• Andre, L., Durksen, T. & Volman, M.L. (2017). Museums as avenues of learning for children: a decade of research. Learning Environ Res 20, 47–76 .
• Association of Children’s Museums (2021). Exclusive Opportunities by and for ACM Members. Erişim Tarihi: 07.02.2021 Erişim adresi: https://www.childrensmuseums.org/acm-member-opportunities
• Benjamin, N., Haden, C. A., & Wilkerson, E. (2010). Enhancing building, conversation, and learning through caregiver–child interactions in a children’s museum. Developmental Psychology, 46(2), 502–515.
• Bingmann, M., Grove, T. ve Johnson, A. (2009). Families and More: Intergenerational Learning. The Museum Educator’s Manual: Educators Share Successfull Technique. AltaMira Press.
• Bowers, B. (2012). A look at early childhood programming in museums. Journal of Museum Education, 37(1), 39–48.
• Brooklyn Çocuk Müzesi (2006) (çev. B. Yılmaz). Yapı Mimarlık Kültür Sanat, Şubat, Sayı 291, 60-63.
• Hooper-Greenhill, E. (1996). Museum and Their Visitors. London: Routledge.
• Cleaver, J. (1988). Doing Children’s Museums: A Guide to 225 Hands-On Museums. (2nd ed.). Williamson Publishing.
• DeWitt, J. E. (2008). What is this exhibit showing you? Insights from stimulated recall interviews with primary school children. The Journal of Museum Education, 33(2), 165–173.
• Diminicho, E. (2004). Europens Children’s Museum: A Quest for Identity. Yayımlanmamış Yüksek Lisans Tezi. Milano: Universita Commerciale Luigi Bocconi.
• Din, W. H. (1999). An Investigation of Children's Museums in the United States: Their Past, Present and Future: A Proposed Study. Marilyn Zurmuehlin Working Papers in Art Education 15 (1999): 63-69.
• Haas, C. (2007). Families and children challenging museums. Lord, B. (yay.), The Manuel of Museum Learning (49-75) içinde. New York: Altamira Press.
• Henderson, T. & Atencio, D. (2007). Integration of play, learning, and experience: What museums afford young visitors. Early Childhood Education Journal, (35), 245-251.
• Kalessopoulou, D. (2002). Children’s museum in hospitals. R. Sandell (ed.), In Museums, Society, Inequality (190-198). Londra: Routledge.
• Kinney, W. (2009). Encouraging pretend play: An analysis of Duke Energy, Cincinnati Children’s Museum. Association for University Regional Campuses of Ohio Journal, (15), 219-226.
• Kuross, E.; Folta, S. (2010). Involving Cultural Institutions in the Prevention of Childhood Obesity: The Boston Children's Museum's GoKids Project. Journal of Nutrition Education and Behavior, 42(6): 427-429.
• Mallos, M. (2012). Collaboration is the key. Journal of Museum Education, 37(1), 69–80 Mayfield, I. M. (2005). Purpose, Practice and Play? Early Child Development and Care, 175 (2): 179-192.
• Norris, J. (2009). Children’s Museums: An American Guidebook, Second Edition. McFarland & Company, Inc., Publishers.
• Onur, B. (2014). Yeni Müzebilim: Demokratik Toplumu Yaratmak. Ankara: İmge Kitabevi Yayınları.
• Rules for a Playful Museum (2015). A Rulebook developed from playful edventures at Manchester Museum. UK: Charlotte Derry and Manchester Museum.
• Rules for a Playful Museum (2021). Rules for a Playful Museum – Manchester Museum. Erişim Tarihi: 05.11.2020. Erişim Adresi: http://happymuseumproject.org/rules-for-a-playful-museum/ Shaffer, S. (2015). Engaging Young Children in Museums, 1st edition. UK: Routledge.
• Sloan, D. M., & Marx, B. P. (2004). Taking pen to hand: Evaluating theories underlying the written emotional disclosure paradigm. Clinical Psychology: Science and Practice, 11, 121–137.
• Weier, K. (2000). Lessons from an interactive exhibition: Defining conditions to support high quality experiences for young children. Unpublished Master’s thesis, Queensland University of Technology.
• Wickens, K. A. (2012). Museums and community—The benefits of working together. Journal of Museum Education, 37(1), 91–100.