The children's museum: a place to play?

Abstract

This research discusses children's play from a theoretical and practical viewpoint and considers the conditions under which play can occur in children's museums. Factors which influence the children's museum experience are identified and considered in the light of how children perceive their play and games. The research was carried out in two parts: first the Play Study which sought to elicit and categorise by theme the play preferences of a sample of fourteen nine-year-old New Zealand children. And secondly the Museum Study which looked at what museum professionals in selected children's museums in America are providing in terms of opportunities for play. The results of the play study in combination with the museum study showed that given the right set of circumstances play can occur in children's museums. Specific recommendations resulting from this research were as follows: The goal in children's museums should be minimum direction and maximum freedom, allowing for spontaneous rather than guided expression. Exhibitions should stimulate participation and not require explanations from adults; they should have emotional as well as didactic impact. Communication of the message that visitors are entering an environment where play is permissible should use all available stimuli to convey this message to children and adults alike. If signage is required, it should not suggest specific actions but rather use an open-ended style. By breaking museum environments into a number of thematic spaces with little nooks and crannies and thus visually breaking up the space, it is possible to avoid having people racing frenetically from place to place in a museum. Instead it is possible to encourage visitors to travel through it, making discoveries.