Defining the Chaperone's Role as Escort, Educator or Parent

Abstract

The concept of family learning in museums emphasizes the interaction between related adults and children through the process of free-choice learning. The complexity of family learning in the context of school visits presents new questions for museum staff on the role of chaperones and the extent to which chaperone-led groups might function as family units. Do chaperones operate as escorts, educators, or parents on a museum field trip? This article provides a brief overview of existing field trip and chaperone research findings, raises some critical questions on the role of parents as chaperones, and describes the results from a study on chaperone behavior in the museum. Results from observations of 289 chaperones in a children's museum setting suggest that chaperone behavior is not necessarily influenced by exhibition context, but parents and chaperones do differ in preferred family learning interactions with children in museum exhibitions.

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