This naturalistic, qualitative study examines the
nature of child- and adult-led interactions in a children’s
museum. Using dialogic learning as a theoretical framework,
the study examines how children and adults engage
in interactions while learning at a museum. Findings suggest
that children and adults are almost equally likely to
lead interactions; however, most child-led interactions are
qualitatively different from adult-led interactions. Children
are more likely to show-and-tell about their experiences
and learn by asking questions and commenting about their
play. Adults are more likely to teach by telling, prompting,
and reporting a child’s activities. Children and adults also
are equally engage in pretend play during their interactions.
Leveraging these findings, recommendations are made for
museum exhibit space design.

J81

370.19 CAI n

Perpustakaan FITK Pusat

Tersedia

• Nature of Interactions Among Young Children and Adult Caregivers in a Children’s Museum

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