In the article the author exposes cruical 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.
COBISS.SI-ID: 37664866
In the scientific monography following hypothesis is confirmed: irrespective of his/her age a child can learn anything if offered a stimulating learning environment. Therefore, education and learning can be seen as an interaction between a child and different factors and materials by being involved in different activities a child builds up his/her own knowledge. All things considered, the concept of a children's museum can be efficiently applied to a different "non museum" or "alternative" environment, for example web page.
COBISS.SI-ID: 247433472
In the artice, the author introduces two dimensions of pedagogical and psychological conclusions which can improve the quality of children's museums. one is the social component, exposed by Vigotski that has been more and more emphasized recently being the essential element of a stimulating learning environment. the other dimension is the idea of pedagogy of experience which attributes cruical personal movements to the child's intensive (cognitive and emotional) contacts with experimental situation.
COBISS.SI-ID: 514114687
Virtual worlds for adults (e.g. SecondLife) and children (e.g. Whyville...) have a great potential of museum heritage practices for interaction with other visitors, museum collections and objects. Virtual worlds are informal learning environments which can offer children and adults different intellectual and sensory activities or »crystallized« experiences according to Gardner. Virtual worlds are creating opportunities for activities, which can not be realized in real museums.
COBISS.SI-ID: 41486434
The fact is that the lives of all generations are enriched by games and toys but it depends on time, cultural environment and socio-economic conditions. The main idea of this article is to introduce the typology of toys which categorizes the toys into educational, constructional, functional, fantasy, audio, creative toys and table games. For each of these seven types of toys, the most important toys, t.i. the toys country and/or city children used to play with, are given special attention. The typology of toys serves as the basis for their presentation on web pages.
COBISS.SI-ID: 40112226