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.
The research question for this study was: How do children’s museums conceptualize play and its role in their missions?
This article, a case study of The Children’s Museum of the Upstate and its satellite museum, TCMU-Spartanburg, appears in the latest issue of Hand to Hand.
The American Academy of Pediatrics recently released new guidelines to empower pediatricians to write a “prescription for play” to every family they see.
We have completed the first volume of the ACM Trends Reports!
Children’s museums affected by Hurricane Florence worked quickly to reopen their doors and continue serving their communities.
Vroom, an early learning and brain development initiative, starts from a very simple principle: Parents already have what it takes to be brain-builders.