Given the public response and concern around COVID-19, we encourage our members to review their existing practices, as well as consider potential new processes to help your institution remain responsive as public spaces—and public resources.
What can a children’s museum do in order to have floor staff who are knowledgeable, engaged, and invested in the museum?
ACM hosted a leadership call on October 10 to engage children’s museum staff in discussing how our field can mobilize around the climate crisis.
With the support of its community, the North Country Children’s Museum created a state-of-the-art interactive museum in Potsdam, New York.
This September, CCLI launched the National Landscape Study: DEAI Practices in Museums.
In a recent study, 70% of caregivers reported observing something about how their children learn during their children’s museum visit.
All children’s museums function across four key dimensions: local destinations, community resources, educational laboratories, and advocates for children.
In the first 25 years of the 20th century, four museums for children opened in the United States: Brooklyn Children’s Museum (1899), Boston Children’s Museum (1913), the Detroit Children’s Museum (1917), and The Children’s Museum of Indianapolis (1925).
A children’s museum considering a school today has the benefit of learning from the experience of organizations like Portland Children’s Museum and Opal School.
Having a clear definition of play, on an institutional level, can strengthen a museum’s work and facilitate communication around play to stakeholders.