Abstract
This paper examines important factors in maximizing children’s experiential learning in the context of inquiry-based children’s museums. Learning is understood as situated in physical, social, and interactive context that is best achieved when children have opportunities to engage in play-based inquiry. Recommendations for maximizing children’s learning in museums, supporting children’s interactions with peers and adults, and offering affordances for children’s play are discussed.
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Henderson, T.Z., Atencio, D.J. Integration of Play, Learning, and Experience: What Museums Afford Young Visitors. Early Childhood Educ J 35, 245–251 (2007). https://doi.org/10.1007/s10643-007-0208-1
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DOI: https://doi.org/10.1007/s10643-007-0208-1