Theoretical issues for planning a modern children’s museum

Dr. Lea Kužnik

Summary:  In the article, the author exposes crucial theoretical conclusions of learning in the 20th century, employed up to now in the projects for children’s museums as interactive learning environments. Besides, she presents some modern findings from the field of the theories of learning and games which have not been traced in the present plans of children’s museums in the world, yet. She introduces two dimensions of pedagogical and psychological conclusions which can improve the quality of children’s museums, exposing the dimension of social development, treating the child in his early childhood as a competent human being even in the field of making social contacts. The social component, exposed by e.g. Vigotski, has been more and more emphasized recently, being the essential element of a stimulating learning environment. The other dimension is the idea of the pedagogy of experience, which attributes crucial personal movements to the child’s intensive (cognitive and emotional) contacts with experimental situation.