Letourneau Susan M, Meisner Robin, Sobel David M
New York Hall of Science, New York, NY, United States.
Boston Children's Museum, Boston, MA, United States.
Front Psychol. 2021 Mar 12;12:637067. doi: 10.3389/fpsyg.2021.637067. eCollection 2021.
In museum settings, caregivers support children's learning as they explore and interact with exhibits. Museums have developed exhibit design and facilitation strategies for promoting families' exploration and inquiry, but these strategies have rarely been contrasted. The goal of the current study was to investigate how prompts offered through staff facilitation vs. labels printed on exhibit components affected how family groups explored a circuit blocks exhibit, particularly whether children set and worked toward their own goals, and how caregivers were involved in children's play. We compared whether children, their caregivers, or both set goals as they played together, and the actions they each took to connect the circuits. We found little difference in how families set goals between the two conditions, but did find significant differences in caregivers' actions, with caregivers in the facilitation condition making fewer actions to connect circuits while using the exhibit, compared to caregivers in the exhibit labels condition. The findings suggest that facilitated and written prompts shape the quality of caregiver-child interactions in distinct ways.
在博物馆环境中，照顾者在孩子们探索展品并与之互动时支持他们的学习。博物馆已经制定了展览设计和引导策略来促进家庭的探索和探究，但这些策略很少被对比。本研究的目的是调查通过工作人员引导提供的提示与展品组件上印刷的标签如何影响家庭群体对一个电路积木展品的探索，特别是孩子们是否设定并朝着自己的目标努力，以及照顾者如何参与孩子的玩耍。我们比较了孩子、他们的照顾者或两者在一起玩耍时是否设定目标，以及他们各自连接电路所采取的行动。我们发现两种情况下家庭设定目标的方式几乎没有差异，但确实发现照顾者的行动存在显著差异，与展品有标签情况的照顾者相比，在引导情况下的照顾者在使用展品时连接电路的行动更少。研究结果表明，引导式提示和书面提示以不同的方式塑造了照顾者与孩子互动的质量。
