Early Years provision in museums and galleries has grown exponentially over the last few years, but the area is not always well theorised or understood. There is a need for accessible, high quality and critical accounts drawn from first-hand experience with young children in museums and galleries, in order that learning and developments may be shared more widely among the sector. This is particularly important with the on-going cuts and re-organisation of Local Government Early Years and Family provision.
The themed set of papers will focus on what constitutes high quality museum and gallery learning with young children (aged 0-8). We invite reflective submissions from educators and other practitioners who will explore the theoretical frameworks and research evidence that inform and shape their practice. We encourage submissions from practitioners who are actively engaging with research, who are able to situate their work within a broader context, and to make reliable claims about the purpose and outcome of their approach. We hope the papers will be inspiring and informative to readers wanting to learn more about young children’s learning in museums and galleries, as well as those seeking to understand more about evidence-rich practice in cultural and/or heritage learning.
Potential topics include, but are not limited to:
• The role of children’s rights in museums and galleries
• Early years practice focusing on social justice and/or inclusion
• Health and wellbeing in the early years
• Community engagement
• STE(A)M and/or cross-disciplinary learning with young children
• Multi-sensory and multimodal engagement with objects and materials