Young Learners at Natural History Museums.

Abstract

DIMENSIONS OF EARLY CHILDHOOD Winter 2008 National standards spell out the importance of high-quality science experiences for all students, even the youngest learners (National Research Council, 1996). One of the most effective ways for young children to learn about science is through first-hand experiences with authentic objects and real specimens (Bain & Ellenbogen, 2002; Hadzigeorgiou, 2001; Michener & Schultz, 2002; National Research Council, 1996; Rennie & McClafferty, 2002). While there are a number of hands-on elements that can be easily added to the classroom, natural history museums are an excellent place to gain valuable experiences with objects that are not available elsewhere. For decades these institutions have supported science literacy within the general population (Melber & Abraham, 2002) and provided access to rare and even priceless natural treasures. Many educators are quick to see the importance of early childhood visits to highly interactive science centers and children’s museums. Because field trips are often remembered well into adulthood (Falk & Dierking, 1997), it is clear just how important they can be in developing science literacy and excitement about the natural world. Some early childhood teachers find they need guidance, however, in structuring visits to more traditional institutions such as natural history museums. Successfully exploring a museum with young learners takes planning. Questions often arise on how to best organize explorations. This article guides early childhood educators to discover how natural history museums can engage young children and presents methods on how to take advantage of the unique attributes of these institutions during a visit. Natural history museums sometimes have a dated exhibit style that can limit the early childhood learner’s access to information (Tunnicliffe, 1996). While making meaningful connections may require a unique outlook and careful planning, the potential for an amazing experience is significant. Several researchers (Melber, 2007; Tunnicliffe, 1996; Tunnicliffe & Reiss, 2000) have found even the most traditional museum environment can inspire critical thinking and higher-level dialog among young learners.

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