Perhaps
the very first blog post in this
series about the November museums group study tour to Reggio Emilia should have
been about what this extraordinary experience means for the children’s museum
field. Instead, it’s one of the last. Reflection takes time as does the
appearance of connections and possibilities.
The
children’s museum field was well represented in the first ever museums group on
a Reggio study tour. Among the 50 participants, 15 were staff (and 2 former staff) from 11 museums (including
an art museum) along with 2 museum trustees. Five members of the ACM board
(30%) including past ACM president, Julia Bland, were in the group. Six study
group members work nationally with museums in exhibit design, evaluation,
education planning, and governance. Museum–and study group–partners in higher
ed, public housing, health, formal education, social services, and preschool
participated in exploring Reggio connections to US museums.
Growing
Connections, Building Relationships
In the
last 30 years, awareness, connections, and relationships between children’s
museums and Reggio
Museums group members arrive at the Loris Malaguzzi International Centre |
schools and their educators have been growing on several
different fronts. Many people working in children’s museums have become
familiar with the ideas and the connections to museum settings. Some have visited the schools
in Reggio Emilia and are active in Reggio-inspired networks and study groups in
their own communities. Others read articles, books, and blogs on Reggio
pedagogy as part of their professional development.
Three
children’s museums, the Capital Children’s Museum, Lexington Children’s Museum,
and Minnesota Children’s Museum hosted Reggio Children’s The Hundred Languages
of Children traveling exhibit in1990, 1993, and 2004, respectively. In the last
2 decades, the exhibit has traveled to about a dozen cities in the US with
children’s museums including St. Louis, Memphis, Pittsburgh, Santa Fe, Chicago,
Denver, Boston, Miami, Austin, and Richmond.
At least three
Reggio-inspired preschools and kindergartens in children’s museums have opened
in the last 7 years, joining the Opal School, founded in 2001 at Portland
Children’s Museum (OR): The Woodbury School at The Strong;
Children’s Museum Preschool at The Children’s Museum, Indianapolis;
and the preschool at the Children’s Museum of Tacoma (WA).
InterActivity
2012 at Portland Children’s Museum with its Reggio-inspired Opal preschool and
public charter school and The Wonder of Learning exhibit
introduced hundreds more children’s museum professionals and friends to this
pedagogy and its connections to children’s museums. That year Lella Gandini, Reggio
Liaison in the US, received ACM’s annual Great Friend to Kids award on behalf
of the City of Reggio Emilia.
Reggio
Children has long had an interest in international cooperation. Annually it hosts international
study groups in Reggio Emilia for educators from all over the world. It explores
opportunities with groups internationally
that could contribute to improving the quality of life through collaborative educational
and research projects like the landmark, Making Learning Visible.
Julia Bland introduces the museums group |
Over the
years, connections between individual children’s museums and the Reggio schools
and educators have helped build familiarity and relationships with a type of
museum not present in Italy. An important piece in increasing the visibility of
children’s museums was Tiziana Filippini, Head of Pedagogy in the Reggio
schools, speaking in 2010 at the Louisiana Children’s Museum Investing in
Children Summit co-sponsored with Tulane Institute of Infant and Early
Childhood Mental Health. This connection with Tiziana, facilitated by Wheelock
College, helped strengthen a relationship with US children’s museums and helped
pave the way for the 2014 museums group study tour.
An
identifiable museums group within the larger Reggio study group is an
acknowledgement of this growing, active, and informed interest from US children’s
museums and its potential. At the Loris Malaguzzi International Centre
in Reggio where the study tour was based, Carlina Rinaldi, President of Reggio
Children, expressed her organization’s interest in pursuing a relationship with
children’s museums to Julia Bland. We can only imagine how this might evolve in
the future and prepare for the possibilities.
Filling New Roles
Long
considered the “new kids on the block” in the museum world, children’s museums
are maturing as a segment, passing milestones of time, size, identity, and
impact. Such a new position also affords fresh perspectives, different opportunities,
and greater responsibilities to which children’s museums are responding.
Increasingly,
more children’s museums view their enduring purpose and public role in a larger
context of their communities and around children and childhood. Defined to a
great extent by their young audience, an age group squarely at the center of remarkable
discoveries in brain research, children’s museums serve an age cohort during a
critical period when personal and social prosperity is developing. The recent
report Growing Young Minds from
the Campaign for Grade-Level Reading and the Institute of Museum and Library
Services
reinforces this and highlights the role for museums and libraries in making the
most of young children’s skills and talents.
Because
they serve young children, children’s museums–as well as other museums–see
themselves as partners with parents and other early care and learning settings.
While navigating a somewhat fragmented early
childhood landscape, children’s museums are also forging more
extensive, varied and robust networks that cross contexts and connect researchers,
and practitioners through
more bridges and better advocacy. Children’s museums are often conveners in
their communities around children and their well-being; recognized for expertise
on play, kindergarten transition, and early literacy development; and creators
of supportive experiences and environments. In expanding learning resources and
platforms beyond exhibits and programs to include preschools, schools, and
afterschool programs, children’s museums are drawing on evidence-based practices
around early learning, knowledge related to development and
the value of learning and play experiences for children.
Constructing
Futures
As
settings for informal learning, willing partners with connections to national
networks, and a growing interest in what makes a positive difference in the
lives of children, families, and communities, children’s museums have
remarkable, if not fully activated, opportunities to help shape futures. Three
major endeavors have been serving as field-wide efforts to look openly and
critically at children’s museums future.
In 2011,
the Association of Children’s Museums launched Reimagining Children’s Museums (RCM),
a 3-year initiative to explore the question, What does it mean to experience a children’s museum in the 21st
century Assisted in this process by four design teams, RCM is bringing new
lenses to museum assumptions, spaces and relationships that affect choices and
strategies. RCM has been encouraging its members to consider new ways to serve
their audiences and create community impact by looking beyond usual networks
and spheres of influence in forming new strategies for serving children and
families.
On a parallel track,
ACM’s board has revisited its strategic framework, recently formulating a
vision for the field: Every child and family has access to a high quality
children's museum experience. This
vision is accomplished through: accessibility programs, professional
development, and public awareness campaigns.
While
Reimagining Children’s Museums is taking a more design-related approach,
children’s museums have been exploring other ways to understand and communicate
their value to children, families, and communities. Like other segments of the
museum field, they have been developing a field-wide research agenda with
which they can challenge, advance, and communicate an understanding of
children’s thinking, the value of parent engagement, and the role of
environments in play and learning to stakeholders as well as inform and update practice
At the
Convergence
Benefit
of the Reggio study tour sits squarely at the convergence of children’s
museums’ long-term interests with these major efforts to shape many vibrant
futures for children’s museums.
An
unusually extensive professional development experience, the study tour immersed
dozens of staff, trustees, consultants, and partners from across the USA and
multiple museums in exploring a rich, comprehensive, and cohesive pedagogy.
Significantly, this educational philosophy emerges from many of the same
theorists that inform and ground children’s museums: Piaget, Vygotsky, and
Dewey,
This vibrant
educational project (as the Reggio educators describe their work) aligns solidly
with four main
pillars that support children’s museums: children at the center,
a strong commitment to parent and family engagement, grounding in the local
community, and a value on the environment as a teacher. Documentation,
a way of working and researching that gives visibility to children’s thinking
and learning serves as a robust and valuable connection to ACM’s research
agenda. Furthermore, it advances children’s museums as both consumers of
knowledge about children as well as generators of new knowledge about children.
Bringing Reggio home from the book store |
The
shared professional development experience in Reggio is helping to support a
community of learners across our own communities. Energized by the experience,
fueled by word-of mouth, and supported by social media and documentation, this is a community
that will continue to grow through professional outreach and support and personal
expertise and shared interest. Throughout the course of the study tour, faculty and videographers from Wheelock College and its documentation studio interviewed participants, capturing their impressions, questions, and their intentions for moving ahead on returning home. This record will serve as a tool for both individuals and their museums to share, revisit, and interpret their study tour experience.
Also coming up is a session at InterActivity 2014 and
in the project pipeline are multiple proposals to IMLS. The Wonder of Learning exhibit will be in Greenville SC (January 24 – May
14, 2014) and in Albuquerque (June – December 2014) during the Visitor Studies Conference, July 15-19.
Very
likely, children’s museums will look back on this period of time as significant
in both their history and their future. By investing in the hard work of
change on multiple fronts, the course of individual museums will shift, the
impact of the field will expand, and the contribution to community level change will
grow. Signs of the Reggio study tour will be evident in this changed landscape and viewed
as contributing to, valuable to, and enhancing these changes.
Making meaning of the study tour facilitated by the video project |
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