Leave Only Footprints: How Children Communicate a Sense of Ownership and Belonging in an Art Gallery

Autor/inn/en	Wallis, Nicola; Noble, Kate
Titel	Leave Only Footprints: How Children Communicate a Sense of Ownership and Belonging in an Art Gallery
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 3, S.344-359 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wallis, Nicola) ORCID (Noble, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2055100
Schlagwörter	Art; Museums; Exhibits; Child Development; Cultural Education; Theory Practice Relationship; Grounded Theory; Guidelines; Childrens Attitudes; Learning Processes; Family Environment; COVID-19; Futures (of Society); Learning Experience; Play; Preschool Children; Early Childhood Education; Field Trips; Foreign Countries; Teacher Role; United Kingdom (Cambridge) + Suchen Sie Ihr Suchwort? Arts; Kunst; Museum; Museumswesen; Museen; Kindesentwicklung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Theorie-Praxis-Beziehung; Richtlinien; Learning process; Lernprozess; Familienmilieu; Future; Society; Zukunft; Lernerfahrung; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Frühkindliche Bildung; Frühpädagogik; Exkursion; Ausland; Lehrerrolle
Abstract	Despite rapid growth in young children visiting museums, and an increasing acknowledgement that these visits are important to children's development as cultural citizens [Mudiappa and Kluczniok 2015. "Visits to Cultural Learning Places in the Early Childhood." "European Early Childhood Education Research Journal" 23 (2): 200-212] there is still relatively little published research on children's encounters with them [Hackett, Holmes, and Macrae 2020. "Working with Young Children in Museums: Weaving Theory and Practice." London: Routledge]. Our practitioner-led 'playgroup-in-residence' explored how young children made sense of the museum in dialogue with the objects, spaces, and people within it. Working within an interpretivist framework, we collected rich multimodal data and used grounded theory to identify significant patterns in children's responses. One important theme was the way in which children made marks and left traces to both explore and communicate their emerging sense of belonging within the museum. Our findings have implications for understanding how young children enter into dialogue with environments outside the home. This work is important as we emerge from the COVID-19 pandemic, during which children have spent long periods at home. It is vital that we support them to forge relationships with places and spaces within the wider community. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01