In the article, 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 id the idea of the pedagogy of experience, which attributes cruical personal movements to the child's intensive (cognitive and emotional) contacts with experimental situation.
COBISS.SI-ID: 514114687
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