At a time when childhood feels increasingly hurried, scheduled, and saturated with screens, it can be easy to forget a fundamental truth: children learn best when they play. Yet play is often the first thing to disappear under pressure from academics, technology, and the belief that more structure equals more success.
In a recent conversation with Arthur Affleck, Dr. Kathy Hirsh-Pasek, New York Times–bestselling author and one of the nation’s leading voices in the science of learning, makes a compelling case for why play is not optional, nostalgic, or frivolous. It is essential. Drawing on decades of research, lived experience as a parent and grandparent, and her work with children’s museums and public spaces around the world, Kathy invites us to rethink how children grow, how families function, and what truly prepares young people for the future.
Kathy begins with a simple but powerful insight from neuroscience: the human brain learns best when it is active, engaged, meaningful, socially interactive, and joyful. These are not abstract ideals. They are the same conditions that define play.
Too often, learning is treated as something passive, something delivered to children rather than created with them. Kathy pushes back on that idea, explaining that memorization and drill-based approaches may produce short-term results, but they fail to build the deeper skills children need to thrive. When children play, they are experimenting, testing ideas, collaborating with others, and learning how to persist through failure.
A child building a tower of blocks is not just stacking objects. That child is exploring balance, cause and effect, problem-solving, communication, and confidence. When the tower falls, the learning does not stop. In fact, it deepens. Will the child walk away frustrated, or try again with a new strategy? Play creates space for that choice, and that choice matters.
One of the most resonant themes in the conversation is the idea that learning happens everywhere. Children spend only a small portion of their waking hours in school, yet most educational investments focus exclusively on classrooms. Kathy challenges us to consider the remaining hours of a child’s day, time spent waiting for buses, walking down sidewalks, grocery shopping, or sitting in public spaces.
This insight led to the creation of Playful Learning Landscapes, an initiative that reimagines everyday environments as opportunities for learning and connection. Bus stops become places for puzzles and storytelling. Benches invite conversation and creativity. Public spaces send children a powerful message: you belong here, and your curiosity matters.
Children’s museums play a central role in this vision. As Kathy puts it, playful learning landscapes are about taking the spirit of the children’s museum and extending it beyond the museum walls. Museums demonstrate what learning can look like when children are invited to explore freely, and that same philosophy can transform entire communities.
Kathy speaks candidly about the realities of modern parenting. Families today are overwhelmed by constant notifications, packed schedules, and the fear that if they slow down, their children will fall behind. What once was described as the “hurried child” has evolved into what Kathy calls the “crazed parent.”
The result is exhaustion for adults and anxiety for children. In trying to do everything right, families often lose the joy that should be at the heart of raising children. Kathy emphasizes that play does not require elaborate planning or additional time. It can be woven into everyday moments, like noticing letters on license plates, asking questions in the grocery store, or simply allowing space for boredom.
Boredom, she reminds us, is not the enemy. It is often the birthplace of creativity, curiosity, and motivation.
The conversation also addresses one of the most urgent issues facing families and educators: technology. Screens are not going away, and Kathy is clear that the goal is not to eliminate them entirely. The real challenge is understanding how and when technology supports development, and when it replaces what children need most.
For young children, especially in the first three years of life, human interaction is irreplaceable. Kathy explains that brain development during this period depends on real relationships, eye contact, touch, and responsive communication. Tools can be helpful, but substitutes for human connection can be harmful.
As artificial intelligence enters children’s lives in new and powerful ways, Kathy urges caution. Anything that pretends to replace human interaction rather than support it risks undermining healthy development. Children need people, not simulations, to grow socially and emotionally.
In recent years, social and emotional learning has become a point of controversy in public discourse. Kathy is unequivocal in her response. Social, emotional, cognitive, and academic development are deeply intertwined. You cannot separate them without misunderstanding how children learn.
A museum exhibit where children negotiate roles, communicate ideas, and solve problems together is simultaneously supporting language development, critical thinking, emotional regulation, and collaboration. These skills are not add-ons. They are foundational.
Kathy argues that educators, museum professionals, and researchers must continue to advocate for this holistic view of development, even when it becomes politically uncomfortable. Children need adults who are willing to speak up on their behalf.
Throughout the conversation, Kathy returns to a theme that feels both urgent and hopeful: joy. Play brings joy back into learning. It brings joy back into parenting. It reminds adults of what it feels like to be curious, creative, and present.
As a grandparent, Kathy sees firsthand the pressures facing families today. She also sees children’s brilliance when adults slow down enough to notice it. Children are capable of far more than we often assume, but they need time, trust, and space to show us what they know.
This philosophy is at the heart of Kathy’s award-winning book Einstein Never Used Flashcards, which returns in an updated edition this January. The book responds directly to the challenges families face today, offering research-based guidance on how to nurture smart, social, and happy children in a world filled with distraction.
Kathy’s message is ultimately one of reassurance. Children have not changed. Their need for play, connection, and exploration remains the same. What has changed is the world around them.
Children’s museums, educators, caregivers, and community leaders have a powerful role to play in helping families navigate that world. By creating environments that invite play, honor curiosity, and prioritize relationships, we can help children develop the skills they need not just to succeed, but to flourish.
The work may feel challenging, but it is also deeply meaningful. As Kathy reminds us, there are few jobs more important than supporting children during the years when their brains, identities, and sense of possibility are taking shape.
Many of the ideas Dr. Kathy Hirsh-Pasek shares in this conversation—about playful learning, easing the pressure on families, and helping children thrive in a screen-saturated world—are explored more fully in her award-winning book, Einstein Never Used Flashcards.
An updated and expanded edition will be released on January 20, 2026, featuring new research and a timely chapter on screen time, AI, and raising children in today’s digital world. Grounded in science and filled with practical guidance, the book offers reassurance and clarity for parents, educators, and anyone who cares about children’s learning and well-being.
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TThis blog only scratches the surface of Dr. Kathy Hirsh-Pasek’s insights. To hear the full discussion, including her reflections on playful learning, parenting in a digital age, children’s museums, and the science behind how children thrive, we invite you to listen to the complete podcast episode:
🎧 Listen to the episode of Empowering Young Minds featuring Dr. Kathy Hirsh-Pasek
Empowering Young Minds, the Association of Children’s Museum Podcast is available on all major listening platforms, including Apple Podcasts, Spotify, and Amazon Music!
Children’s museums have long understood that access is only the beginning.
Across our field, we design environments where children are valued, play is recognized as serious learning, and families are welcomed as full participants in the museum experience. But as our communities evolve, so must our approaches—especially when it comes to serving neurodivergent individuals and people with intellectual and developmental disabilities (IDD).
That’s why the Association of Children’s Museums (ACM) is proud to partner with the Association of Science and Technology Centers (ASTC), the American Public Gardens Association (APGA), the Association of Zoos and Aquariums (AZA), Zoos and Aquariums for a Neurodiverse Ecosystem (ZANE), and the STEM Research Center at Oregon State University on Beyond Access—a multi-year, field-wide initiative funded by the National Science Foundation. (NSF Award No. 2517287).
Informal STEM learning environments—children’s museums, science centers, zoos, aquariums, and public gardens—are uniquely positioned to support curiosity, exploration, and connection. These spaces already reach millions of children and families each year through hands-on, playful learning experiences.
Beyond Access asks an important next question: How do we move from welcoming people in to ensuring they truly belong—both as visitors and as staff?
Building on prior research, including the Modeling Zoos and Aquariums as Inclusive Communities of Science (MoZAICS) project, Beyond Access will examine how existing tools, strategies, and practices can be adapted and implemented across informal STEM learning settings, with a focus on neurodivergent individuals and people with IDD.
Children’s museums are experts in designing experiences that respond to children’s needs, strengths, and ways of learning. We know that children learn differently—and that difference is an asset.
Through Beyond Access, ACM will help ensure that children’s museums are not only part of the conversation, but leaders in shaping how inclusion is practiced across the broader informal learning ecosystem. This work will explore:
How inclusive exhibit design, facilitation strategies, and environments can better support neurodivergent learners
How museums can strengthen inclusive employment pathways and workplace cultures
How organizations can learn directly from neurodivergent individuals and people with IDD to inform practice
At its core, this project recognizes that neurodivergent individuals and people with IDD bring valuable perspectives, creativity, and ways of thinking that enrich organizations and communities.
Beyond Access will support a committed, cross-sector community of practice through 2029, creating space for shared learning, reflection, and growth. Together with our partners, ACM will contribute to project-wide communications, field engagement, and the development of resources that museums of all sizes can use.
This collaboration reflects what we know to be true: meaningful change happens when we work together—across disciplines, institution types, and lived experiences.
For ACM, Beyond Access aligns deeply with our mission to champion children’s museums and enrich the lives of children worldwide. It reinforces our belief that inclusion and belonging are not add-ons—they are foundational to playful learning, community wellbeing, and a healthy future for all children.
We look forward to sharing updates, insights, and opportunities to engage as this work unfolds.
Together, we can move beyond access—and toward belonging.
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Association of Science and Technology Centers (ASTC)
American Public Gardens Association (APGA)
Association of Zoos and Aquariums (AZA)
Zoos and Aquariums for a Neurodiverse Ecosystem (ZANE)
STEM Research Center at Oregon State University
Together, these organizations bring deep expertise in research, visitor experience, accessibility, and fieldwide learning networks to create a community of practice and share inclusive practices across many types of institutions.
Started in 1962, the Association of Children’s Museums (ACM) is a nonprofit membership organization working with and on behalf of children’s museums worldwide. With more than 470 members in 50 states and 11 countries reaching more than 35,000 children’s museum professionals who collectively serve over 30 million visitors annually, ACM champions children’s museums and together enriches the lives of children worldwide. ACM’s vision is a world that prioritizes the rights of all children to playful learning and a healthy, safe, and equitable future. Learn more at ChildrensMuseums.Org.
What does it take to give every child a strong start in life? According to Michelle Kang, CEO of the National Association for the Education of Young Children (NAEYC), it takes a shared commitment to quality, collaboration, and compassion—from educators, parents, policymakers, and community organizations alike.
In her recent conversation with Arthur Affleck, President and CEO of the Association of Children’s Museums (ACM), Michelle shares a powerful vision for how early learning can shape not just individual lives, but entire communities. Together, they explore what “high-quality early learning” really means, how to support the professionals who make it possible, and why museums play a vital role in helping children discover the joy of learning.
When Michelle talks about “high-quality early learning,” she doesn’t just mean colorful classrooms or engaging lesson plans. She means something much deeper: safe, nurturing environments where children’s physical, social, emotional, and intellectual development can thrive.
“High quality means programs that promote children’s wellbeing through well-prepared educators, low teacher-to-child ratios, developmentally appropriate curriculum, and meaningful family engagement,” Michelle explains.
NAEYC’s mission is to make that level of quality the norm, not the exception. Through program and higher education accreditation, professional development, and advocacy, NAEYC provides educators and families with tools to define, recognize, and pursue excellence. Accreditation, Michelle notes, is more than a credential—it’s a signal of trust.
“Accreditation tells families, educators, and policymakers that a program prioritizes excellence and continuous improvement,” she says. “Only six percent of programs nationwide meet those standards, but many more are on the journey to get there.”
And now, that journey extends into new learning environments—including children’s museums. Michelle shares that NAEYC recently accredited its first early learning program housed within a children’s museum, affirming that quality learning can happen in any setting where children are free to explore and play.
Arthur and Michelle discuss one of NAEYC’s greatest strengths: connecting research, practice, and policy into a cohesive framework that drives real-world change.
Michelle points to Vermont as an example, where policymakers, educators, parents, and advocates worked together to create a state-funded childcare system that supports both families and professionals. “That kind of success doesn’t happen by accident,” she says. “It takes evidence from research, advocacy from the field, and professionals who know how to put those ideas into practice.”
This collaborative model reflects the same ecosystem approach that ACM promotes through its members. Just as children’s museums act as connectors in their communities—linking families, educators, and local organizations—NAEYC works to unite the systems that shape children’s earliest experiences.
“Every community deserves the structures that make high-quality learning possible,” Michelle emphasizes. “When those pieces come together, children, families, and educators all benefit.”
At the heart of NAEYC’s work is the concept of Developmentally Appropriate Practice (DAP), a research-based framework for meeting each child where they are.
DAP, Michelle explains, means making learning age-appropriate, individualized, and culturally responsive. “It’s about recognizing that every child is unique, and that the environment we create should honor that uniqueness,” she says.
She illustrates this with a personal story: her oldest son, who lives on the autism spectrum, experiences the world differently from her other children. His learning environment had to reflect that difference—not by lowering expectations, but by recognizing his individual strengths and needs.
“When I think about developmentally appropriate practice,” she says, “I think about environments that not only accommodate differences but celebrate them.”
Arthur agrees, noting how critical it is for educators—and museums—to design experiences that embrace all learners. “We’ve got to find ways to connect with children wherever they are,” he says, “through whichever lens they see the world.”
Michelle offers a compelling reminder: children are born ready to learn. From birth, their brains are building the architecture that shapes how they think, feel, and interact for the rest of their lives.
“The majority of a child’s brain development happens in those first few years,” she explains. “If we wait until kindergarten to start engaging children, we lose vital opportunities to support their growth.”
Arthur echoes her point, highlighting how early experiences form the foundation for success in school and life. “If you don’t develop curiosity, language, and social-emotional skills early, you’re already behind when you reach third grade,” he says. “That’s why early learning matters for everyone.”
Despite widespread recognition of its importance, early childhood education faces serious challenges. Staffing shortages, low wages, and inconsistent public investment threaten the sustainability of programs across the country.
During the pandemic, Michelle recalls, early childhood educators were finally recognized as essential workers. But that recognition has faded. “Early educators are the backbone of our economy,” she says. “Without childcare, our economy doesn’t function. Parents can’t work, and communities can’t thrive.”
She argues that funding early learning is not a partisan issue—it’s an economic and moral one. “There’s a reason for everyone to support high-quality early learning,” she says. “This is about ensuring families can work, children can learn, and businesses can grow.”
That’s why NAEYC continues to advocate for federal investment in early education and fair compensation for the workforce. “We must treat early childhood educators as the professionals they are,” she adds.
When it comes to advocacy, Michelle believes parents have one of the strongest voices. “Parents can share how access to quality early learning impacts their lives,” she says. “They are powerful storytellers, and policymakers need to hear those stories.”
Parents also play a vital role in shaping the kind of world their children inherit. “Children need to be loved, accepted, and supported,” she says. “If that love compels you, use your voice to protect and nurture early childhood in your community—whether that’s through a school, a childcare program, or your local children’s museum.”
Michelle’s connection to children’s museums runs deep. As a young mother living in Boston, she remembers the Boston Children’s Museum as a sanctuary for her family.
“Watching my toddler play and explore was such a gift,” she recalls. “The museum was one of the few places where my son, who struggled with sensory sensitivities, could learn and be joyful in an environment that felt safe and inclusive.”
Now, as a board member of the National Children’s Museum in Washington, D.C., she brings that personal experience full circle. “Children’s museums are essential,” she says. “They’re places of discovery and community that help families connect through play and learning. They make the abstract concepts of early education tangible.”
Arthur agrees, calling children’s museums “anchor institutions” that extend the mission of early childhood education into the public sphere.
In closing, Michelle offers an inspiring message for educators and leaders who may feel discouraged by the challenges they face.
“The work that happens in early childhood is nothing short of magical,” she says. “Every day, educators are shaping brain architecture and nurturing young minds. They are doing transformational work. You belong at the table. Your expertise is needed and valued.”
Her words reflect the shared purpose of ACM and NAEYC—to create a world where every child has access to high-quality, developmentally appropriate, and joyful learning experiences.
Arthur sums it up best: “We can change the world one child at a time. And while there are big problems out there, there’s so much we can do for the children in our care right now.”
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This blog only scratches the surface of Michelle Kang’s insights. To hear the full discussion—including her reflections on equity, advocacy, leadership, and the power of community partnerships—we invite you to listen to the complete podcast episode:
🎧 Listen to the ACM Podcast featuring Michelle Kang, CEO of NAEYC
Empowering Young Minds, the Association of Children’s Museum Podcast is available on all major listening platforms, including Apple Podcasts, Spotify, and Amazon Music!
In conjunction with the celebration of National STEM Day, the Association of Children’s Museums (ACM) is excited to announce our role administering Cummins Inc.’s investment in early education that will bring engaging, hands-on STEM learning experiences to children and families in communities where Cummins employees live and work. Through this initiative, 20 children’s museums will receive support to develop and deliver innovative science, technology, engineering, and mathematics programming designed to inspire the next generation of problem-solvers and innovators.
This partnership supports Cummins READY™, the company’s global education strategy to advance high-quality, equitable STEM education for everyone – from early childhood through adulthood. Announced in April 2024, Cummins READY™ has a goal to help at least one million learners and workers get on a pathway to education and career success by 2030.
“Research shows that 92% of boys and 97% of girls will lose interest in STEM if they are not immersed in these subjects before fifth grade,” said Danette Howard, Global Director of Education and Corporate Responsibility at Cummins Inc. “By partnering with children’s museums—trusted community resources where families already gather—we can reach children during the critical early years when STEM attitudes are formed and help ensure that every child, regardless of their background, can see themselves in STEM careers.”
The partnership strategically fills a gap in the educational continuum. While Cummins has established partnerships to support learners from elementary school through workforce development, the collaboration with ACM uniquely focuses on the foundational PreK and early elementary years, emphasizing family-centered, informal learning experiences.
“ACM is thrilled to work alongside Cummins to bring joyful, accessible STEM experiences to communities that need them most,” said Arthur G. Affleck, III, Executive Director of ACM. “Children’s museums excel at making learning playful and removing barriers that often prevent underserved families from engaging with STEM education. By partnering with ACM to advance community engagement goals, Cummins is enriching the lives of employees and local communities while empowering ACM members to strengthen STEM capacity in participating museums. The insights gained from this initiative will be shared across the field, creating a lasting impact that reaches far beyond any single program or event.”
Participating museums, located in communities where Cummins employees live and work, will develop STEM programming tailored to their unique community needs. Offerings may include free admission days, hands-on engineering workshops, family STEM nights, educator professional development, and story times featuring STEM concepts.
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About the Association of Children’s Museums
Started in 1962, the Association of Children’s Museums (ACM) is a nonprofit membership organization working with and on behalf of children’s museums worldwide. With more than 470 members in 50 states and 11 countries reaching more than 35,000 children’s museum professionals who collectively serve over 30 million visitors annually, ACM champions children’s museums and together enriches the lives of children worldwide. ACM’s vision is a world that prioritizes the rights of all children to playful learning and a healthy, safe, and equitable future. Learn more at ChildrensMuseums.Org.
About Cummins Inc.
Cummins Inc., a global power leader, is committed to powering a more prosperous world. Since 1919, we have delivered innovative solutions that move people, goods and economies forward. Our five business segments—Engine, Components, Distribution, Power Systems and Accelera™ by Cummins—offer a broad portfolio, including advanced diesel, alternative fuel, electric and hybrid powertrains; integrated power generation systems; critical components such as aftertreatment, turbochargers, fuel systems, controls, transmissions, axles and brakes; and zero-emissions technologies like battery and electric powertrain systems and electrolyzers. With a global footprint, deep technical expertise and an extensive service network, we deliver dependable, cutting-edge solutions tailored to our customers’ needs, supporting them through the energy transition with our Destination Zero strategy. We create value for customers, investors and employees and strengthen communities through our corporate responsibility global priorities: education, equity and environment. Headquartered in Columbus, Indiana, Cummins employs approximately 70,000 people worldwide and earned $3.9 billion on $34.1 billion in sales in 2024. Learn more at www.cummins.com.
In a world where technology shapes how we learn, connect, and grow, access to digital tools is no longer a luxury. It’s a necessity. Yet, millions of families remain disconnected from the digital resources that power modern life. In the latest Empowering Young Minds episode, Maria Collins, vice president of the New York Life Foundation, joins Arthur Affleck, president and CEO of the Association of Children’s Museums (ACM), to explore how children’s museums can play a transformative role in bridging this divide, not only through technology but through empathy, trust, and community.
Maria’s reflections offer a blueprint for how cultural institutions can foster belonging and resilience through equitable access to learning.
Maria begins with a simple but profound truth: belonging is at the heart of learning. Whether in a classroom, a museum, or at home, children flourish when they feel seen, valued, and supported. But as the world becomes increasingly digital, belonging looks different. Access to devices and broadband is one layer, but so is the confidence to use those tools effectively and safely.
She reminds us that for many families, technology can feel intimidating or exclusionary. “We often think of the digital divide in terms of infrastructure,” she notes, “but there’s also a gap in confidence and trust. That’s where museums can make a difference, by creating environments where learning through technology feels joyful and empowering.”
Arthur builds on this idea, emphasizing how children’s museums are uniquely positioned to bridge that emotional and experiential gap. By inviting families to play with technology—to tinker, explore, and fail safely—museums can turn digital literacy into an act of discovery rather than intimidation.
Maria and Arthur agree that connection starts with listening. The New York Life Foundation’s work, particularly through community-based partnerships, demonstrates that success isn’t about imposing solutions but co-creating them. “When you meet people where they are,” Maria says, “you discover their strengths, and those strengths are the starting point for equity.”
Children’s museums have long embraced this philosophy. From rural mobile makerspaces to multilingual exhibits, these institutions are redefining what accessibility looks like. Maria highlights the importance of trust brokers—individuals and organizations that communities already know and rely on—in building lasting engagement. “Partnerships only work when people feel safe showing up,” she says. “Children’s museums can be that safe space, both literally and figuratively.”
Arthur echoes that trust is central to ACM’s national initiatives, such as Museums for All, which provides affordable access to millions of families. “Access is not only about opening the doors,” he adds. “It’s about making sure families feel that what’s inside belongs to them.”
Maria offers a powerful reframe of philanthropy: moving from “funding projects” to fueling partnerships. The New York Life Foundation’s approach emphasizes long-term, collaborative relationships that prioritize sustainability over short-term impact. “We don’t just want to give grants,” she explains. “We want to invest in people and in ecosystems of care that last beyond the life of a grant cycle.”
This shift mirrors how children’s museums approach community engagement, with an emphasis on co-designing programs, sharing credit, and celebrating local leadership. Maria applauds ACM’s ability to convene museums around shared goals, such as advancing social-emotional learning and character development. “It’s not just about what’s in the exhibit,” she says. “It’s about how museums nurture the whole child—emotionally, cognitively, and socially.”
Her message resonates deeply with ACM’s strategic priorities: to elevate the children’s museum community, lift up children and families, and advance the field through research and advocacy. Partnerships like this embody that mission, turning values into action.
Throughout the conversation, Maria returns to one word: resilience. For children, resilience is cultivated through relationships—with caregivers, educators, and peers. For communities, it’s built through systems that support learning, wellness, and belonging. And for institutions, resilience means adapting to serve evolving needs while holding firm to core values.
“Resilience isn’t just bouncing back,” she says. “It’s about bouncing forward, learning, growing, and creating something new out of challenge.”
Arthur reflects on how children’s museums have modeled this kind of resilience, especially through the pandemic. Many pivoted rapidly to digital programming, outdoor learning spaces, and community-based initiatives, proving that flexibility and empathy go hand in hand.
Maria sees this adaptability as a hallmark of what makes children’s museums vital. “You don’t just change programs,” she says. “You change lives. You meet families in joy, in grief, in hope. That’s where healing happens.”
A recurring theme in the conversation is that equity isn’t an initiative—it’s a daily commitment. Maria urges leaders to view inclusion not as a box to check but as a lens through which every decision is made.
She offers a poignant reminder: “If we want to talk about equity, we must also talk about power—who has it, who shares it, and how we use it.” In practice, that means diversifying leadership, reimagining funding structures, and designing spaces that reflect the communities they serve.
Arthur connects this idea to ACM’s ongoing work in cultural competence and professional development. Through initiatives like the Cultural Competence Learning Institute and the Fostering Character Through Children’s Museums program, ACM supports museum professionals in building inclusive, reflective practices that empower both staff and visitors.
As the episode draws to a close, Maria’s optimism shines through. “The future of learning isn’t just digital,” she says. “It’s human.” Technology may be the tool, but connection—real, relational, and rooted in empathy—is the goal.
Arthur reflects that this is the essence of ACM’s vision: a world that prioritizes the rights of all children to playful learning and a healthy, safe, and equitable future. Children’s museums, he notes, are more than just buildings; they are hubs of community, compassion, and imagination.
Maria agrees. “When you walk into a children’s museum,” she says, “you’re not just entering a space. You’re entering a possibility, the possibility that every child, regardless of circumstance, can see themselves as capable, creative, and connected.”
Maria Collins’s conversation with Arthur Affleck reminds us that bridging the digital divide starts with bridging the human divide. Children’s museums have always been spaces where equity, imagination, and play intersect, and where families can explore not just how to connect online, but how to connect with one another.
If you’re a museum professional, educator, policymaker, or parent who believes in this mission, you’ll want to hear the full conversation.
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This blog only scratches the surface of our chat with Maria Collins. To hear the full conversation—including her reflections on equity, digital inclusion, resilience, and the power of community partnerships—we invite you to listen to the complete podcast episode:
👉 Listen to the ACM Podcast with Maria Collins here
Empowering Young Minds, the Association of Children’s Museum Podcast is available on all major listening platforms, including Apple Podcasts, Spotify, and Amazon Music!
The role of a leader in today’s nonprofit and museum landscape has never been more complex—or more vital. As political polarization deepens, funding streams fluctuate, and communities wrestle with cultural and economic shifts, leaders of children’s museums and similar institutions are being called upon to navigate uncharted waters.
In a recent conversation on the ACM podcast Empowering Young Minds, Dr. Dan Julius—renowned expert in labor relations, leadership, and nonprofit governance—shed light on the challenges facing cultural institutions and the qualities leaders must cultivate to steer them toward resilience. His insights cut to the heart of what it means to lead with clarity, purpose, and adaptability in turbulent times.
Museums, particularly children’s museums, are not insulated from the seismic forces shaping today’s nonprofit sector. Financial sustainability remains the most urgent concern. Shrinking federal and state support, declining grants, and a shifting donor landscape have left many institutions scrambling for stability.
But the financial squeeze is only the beginning. Post-pandemic realities mean fewer volunteers, lower employee engagement, and rising costs for essentials such as transportation—impacting everything from school field trips to staffing. The cumulative effect is a leadership environment defined by scarcity and complexity.
And yet, as Julius emphasizes, these challenges must be seen in context. The impact of political climates, regional differences, and community demographics varies widely. A museum in a rural red state faces different headwinds than one in a large urban blue state. Still, the underlying message is clear: adaptability is not optional.
If the external pressures are daunting, the internal demands on leaders are equally formidable. Julius outlines a near “walk-on-water” list of competencies required for effective leadership today:
The truth, of course, is that no single leader embodies all of these traits. As Julius points out, the challenge is knowing where one falls short—and having the humility to build a team that fills in the gaps. Self-assessment, mentorship, and a willingness to learn from best practices become essential tools.
One of the most practical insights Julius offers is around delegation. Too often, museum leaders feel they must sit at every table, weigh in on every decision, and personally hold the threads of every project. This “all-things-to-all-people” approach not only fuels burnout but also undermines organizational growth.
Effective leaders, Julius argues, know what can be delegated and what must remain under their direct oversight. They avoid handing off politically sensitive or ethically precarious tasks but trust capable staff to take ownership of well-defined responsibilities. This approach not only lightens the leader’s load but also fosters staff development and organizational resilience.
Related to this is the question of “mission creep.” In a financially unstable environment, nonprofits sometimes feel compelled to shift their mission in pursuit of funding. Julius warns against this. While diversification of programming—birthday parties, afterschool programs, memberships, corporate sponsorships—is a smart strategy, abandoning core values in search of dollars leads to what he calls “the road to perdition.” The challenge is finding innovative revenue streams without compromising the heart of the mission.
Among Julius’s most hopeful notes is his emphasis on partnerships. From local healthcare systems to fire and police departments, from corporate sponsors to educational institutions, children’s museums have countless opportunities to forge alliances that benefit both sides. These relationships not only strengthen financial footing but also reinforce the museum’s role as a community cornerstone.
Expanding programming to reach beyond the traditional preschool demographic is another strategy. Engaging older children, teens, and even intergenerational audiences can deepen the museum’s relevance and broaden its base of support. Similarly, mobile exhibits and outreach initiatives can connect with underserved communities, ensuring equity and access while building goodwill.
If there is one theme that resonates across today’s leadership landscape, it is burnout. Julius cites data showing nearly 95% of leaders express concern about CEO burnout, and half report concern about staff exhaustion. For mission-driven professionals—people who care deeply about children, education, and community—this is a particularly acute risk.
The solutions, Julius argues, must come from multiple levels. Boards should institutionalize practices such as professional development, sabbaticals, and wellness initiatives. Leaders must learn to set boundaries, delegate effectively, and invest in cross-training so that institutional knowledge doesn’t rest on one person’s shoulders. And organizations must offer career pathways to retain and energize younger staff.
Ultimately, addressing burnout is not simply about individual self-care—it’s about building cultures of sustainability, empathy, and psychological safety.
Perhaps one of the more surprising threads in the conversation is Julius’s perspective on unionization. With decades of experience in labor relations, he challenges leaders to see collective bargaining not as a threat but as a potential framework for clarity and long-range planning.
While unions bring their own challenges, including standardized policies that may reduce flexibility, they also establish clear channels for conflict resolution and delineate organizational roles. Leaders, he suggests, must avoid taking unionization personally and instead approach it as another structured process to navigate.
This perspective reframes unionization from an adversarial process to one that, if managed constructively, can benefit both staff and institutions.
Beyond the immediate challenges, Julius also underscores the importance of succession planning. Identifying critical roles, developing internal talent, documenting institutional knowledge, and engaging boards in planning for leadership transitions are all essential steps. A strong succession plan, he argues, isn’t just for CEOs—it should extend to multiple mission-critical positions.
Equally powerful is his reminder of gratitude. Leaders, staff, and boards alike often operate in environments where criticism is plentiful and appreciation is scarce. A culture of gratitude—expressed strategically and sincerely—boosts morale, strengthens engagement, and fosters retention. Non-monetary gestures, from public recognition to symbolic rewards, can be just as impactful as financial incentives.
For those just stepping into leadership roles, Julius offers a set of grounding principles:
It is this combination of strength and humility that defines effective leadership in turbulent times.
Despite the daunting challenges, Julius ends on a note of optimism. His encounters with children’s museum leaders—particularly at the ACM InterActivity conference—left him inspired by their passion, commitment, and creativity. For all the pressures facing cultural institutions, the dedication of their people remains a wellspring of hope.
Museums, after all, are about more than exhibits. They are about children, families, communities, and the future. They are about belonging, imagination, and possibility. And as long as leaders hold fast to these values while adapting to the realities of the moment, there is every reason to believe these institutions will not only survive but thrive.
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This blog only scratches the surface of Dr. Julius’s insights. To hear the full discussion—including practical strategies, candid reflections, and thought-provoking ideas—we invite you to listen to the complete podcast episode:
👉 Listen to the ACM Podcast with Dr. Dan Julius here
Empowering Young Minds, the Association of Children’s Museum Podcast is available on all major listening platforms, including: Apple Podcasts, Spotify, Amazon Music and now YouTube!
Overtime Select is proud to partner with the Association of Children’s Museum as a part of their overall State Farm Community Hoops program.
In a league-first initiative, all Overtime Select team captains came together to choose a cause close to their hearts—supporting youth creativity, exploration, and education, and thus, chose to partner the Association of Children’s Museums as the recipient of the State Farm Community Hoops program.
Throughout the regular season, players will wear custom-designed warm-up shirts inspired by this mission. Each shirt is a unique collaboration, created by the players themselves to reflect the values of imagination, inclusion, and learning.
The initiative culminates at Championship Weekend, where every assist contributes to real change. A ceremonial donation—based on in-game assists—will be made directly to the Association of Children’s Museums, highlighted by an on-court celebratory moment.
“ACM is thrilled and honored to be the recipient of the generosity of these young women,” said Arthur G. Affleck, III, President and CEO of the Association of Children’s Museums. “They exemplify the promise of our young people with their personal dedication and their commitment to contributing to their communities. Children’s museums across the country work to support children from day one in thriving at home, at school and in life; growing into caring individuals like these champions!”
Together with State Farm, Overtime Select is building more than a league. They’re building a movement—where every play matters, and every young life touched is a win.
This year’s captains’ hometowns include a vibrant group of children’s museums:
Jenica Lewis (Royal Reign) – Des Moines Children’s Museum
Kate Harpring (Cold Hearts) – Children’s Museum of Atlanta
Jordyn Palmer (RWE) – Please Touch Museum
GG Banks (YGE) -Delaware Children’s Museum
Saniyah Hall (All Knighters) – The Children’s Museum of Cleveland & Akron Children’s Museum
Kaleena Smith (ISO WRLD) -Kidspace Children’s Museum
Tati Griffin (Drifty Dreamerz) – Kidspace Children’s Museum
Oliviyah Edwards (Venom Tears) – Children’s Museum of Tacoma
Check out FindAChildrensMuseum.Org to locate a children’s museum near you.
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About Association of Children’s Museums (ACM)
The Association of Children’s Museums (ACM) champions children’s museums and together enrich the lives of children worldwide. With more than 500 members in 50 states and 19 countries, ACM leverages the collective knowledge of children’s museums through convening, sharing, and dissemination. Learn more at https://childrensmuseums.org/.
About Overtime Select
Overtime Select is a basketball league dedicated to showcasing the top high school-aged female athletes in the United States. Overtime Select provides players with the opportunity to compete at the highest level while also equipping them with the tools to build their personal brands and succeed in the world of sports media. In its first season, Overtime Select hosted 64 of the nation’s top players giving them an opportunity to gain exposure and play with the best competition in August, filling a gap in gameplay and programming over the summer months to maximize exposure during that time period. In its inaugural season, the league signed eight sponsors and boasted more than 30% player social growth. All of these individuals and organizations will benefit from an ACM that is stronger, more resilient, and possesses increased capacity to serve its mission.
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Children’s entertainment is more than just colorful characters and catchy jingles—it’s a powerful tool for education, creativity, and emotional growth. Teri Weiss, Executive Vice President of Television Development for DreamWorks Animation, knows this better than most. With a career spanning iconic shows like Dora the Explorer, Paw Patrol, and Gabby’s Dollhouse, Weiss has been a driving force in shaping content that both entertains and educates. In a recent episode of the ACM Podcast, Empowering Young Minds, Weiss sat down with host Arthur Affleck to discuss her journey, the evolution of children’s media, and how Gabby’s Dollhouse is helping kids embrace creativity, resilience, and the joy of learning.
Before Weiss became a leading name in children’s entertainment, she had a different career in mind. While studying international studies at Johns Hopkins University, she pursued internships in journalism, working with networks like ABC. But she quickly realized that hard news wasn’t for her. “I needed to spend my workday finding joy, making people laugh,” Weiss explains. That realization led her into the world of entertainment, where she discovered her passion for storytelling, creativity, and inspiring young minds.
Her early career included working at the Comedy Channel, a scrappy startup that would later become Comedy Central. That experience laid the groundwork for her pivot into children’s media. “I kind of fell into kids’ TV,” she admits, but working on shows like Sesame Street and Where in the World is Carmen Sandiego? made her realize the profound impact children’s content could have. “You’re creating friends for kids through the screen,” Weiss says, “but also giving them something to think about when the TV is off.”
One of Weiss’s latest projects, Gabby’s Dollhouse, has captivated young audiences worldwide. But it’s more than just a fun show—it’s built on a foundation of fostering a growth mindset in kids. “We spoke with early educators about barriers to literacy,” Weiss explains. “One of the biggest challenges wasn’t phonics—it was that kids were afraid to make mistakes when reading out loud.” This insight became a cornerstone of the show’s curriculum. Gabby, the main character, models resilience, creativity, and the idea that mistakes are a part of learning.
Each episode follows Gabby as she shrinks down into her magical dollhouse, where surprises await in each new adventure. The concept was inspired by the unboxing phenomenon, where kids eagerly watch others open mystery toys. “We thought—what if we unbox a story instead?” Weiss says. The interactive nature of the show encourages kids to think creatively and embrace problem-solving. “The more we can normalize mistakes as part of learning, the more confident kids will become.”
While Gabby’s Dollhouse has been a hit on streaming platforms, its impact is now extending into real-world spaces. The Association of Children’s Museums (ACM) has partnered with DreamWorks Animation to bring Gabby and her friends into children’s museums across the country. These interactive exhibits will allow kids to engage with the show’s themes through play, creativity, and hands-on learning experiences.
Weiss, who previously served on the board of the Children’s Museum of Manhattan, understands the vital role these institutions play. “Museums provide kids with their first experience of hands-on exploration,” she says. “They’re a space where learning feels like play, and that aligns perfectly with what we try to do in our shows.”
As the landscape of children’s media evolves, Weiss emphasizes the importance of diverse storytelling and global perspectives. “Content is immediately global now,” she notes. “We have to think about what resonates universally while still embracing the specificity of different cultures and experiences.”
Another shift in kids’ entertainment is the way content is consumed. Gone are the days of scheduled programming blocks—kids now choose what to watch, when they want to watch it. “This means kids are engaging with content in a more personalized way,” Weiss says. Gabby’s Dollhouse, for instance, has grown with its audience. The show’s lead actress, Laila Lockhart Kraner, was 11 when they started filming; now she’s a teenager, and many of the show’s original fans have grown alongside her.
Looking ahead, DreamWorks has big plans for Gabby. More seasons are in the works, along with an exciting feature film set to release in September 2025. “We’re expanding Gabby’s world even further,” Weiss reveals. “We want to continue inspiring kids through creativity, storytelling, and a growth mindset.”
While great content is crucial, Weiss believes parents and caregivers play the most vital role in enriching children’s lives. “Ask kids what they think,” she urges. “It might seem simple, but sometimes a cartoon character is the first one to ask a child their opinion.” Encouraging kids to share their thoughts fosters confidence, curiosity, and a sense of value.
She also highlights the importance of incorporating creativity into everyday life. Whether through crafting, imaginative play, or hands-on learning experiences at children’s museums, giving kids opportunities to explore and experiment is essential. “Mistakes aren’t failures—they’re stepping stones to success,” Weiss reminds us.
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If you’re ready to dive into the magical world of Gabby’s Dollhouse, there’s no better time than now. Check out the show on Netflix, explore the hands-on exhibits coming to children’s museums, and mark your calendars for the upcoming feature film.
For more insights from Teri Weiss and a deeper dive into the power of children’s media, listen to the full podcast episode here.
Empowering Young Minds, the Association of Children’s Museum Podcast is available on all major listening platforms, including: Apple Podcasts, Spotify, Amazon Music and now YouTube!
Credit: Sam Wasson Photography
At the Association of Children’s Museums, we are constantly inspired by the innovative work our members do to enrich the lives of children and families. Today, we’re excited to spotlight the Santa Fe Children’s Museum (SFCM) as they celebrate a momentous achievement: a $100,000 Leadership Grant awarded by the Life Center Foundation (LCF).
This generous grant—the largest in the foundation’s history—will enable the museum to renovate and transform its outdoor garden space, aptly named “The Life Center Foundation Discovery Garden.” This revitalized space will enhance the museum’s Seeds & Sprouts program, an initiative that fosters hands-on learning in gardening and environmental science. The project reflects the museum’s commitment to inspiring creativity, discovery, and community engagement while providing children with meaningful connections to nature and sustainable practices.
The grant also celebrates SFCM’s four decades of service to the Santa Fe community, recognizing the museum as a pillar of inspiration and education for children and families. As Marjorie Miller-Engel, President of the Life Center Foundation, shared: “The garden renovation will create a vibrant, inclusive space where families can connect, learn, and play.”
Congratulations to the Santa Fe Children’s Museum and the Life Center Foundation for this incredible partnership! To learn more about their work, visit the Santa Fe Children’s Museum and the Life Center Foundation.
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For more information about SFCM and its nature-based programs visit: Santa Fe Children’s Museum https://santafechildrensmuseum.org/
For more information about the Life Center Foundation visit: The Life Center Foundation, Inc 460 Saint Michaels Drive, Suite 102, Santa Fe, NM 87505 lifecenterfoundation@gmail.com
What does it mean to be a person of character? Dr. Arthur Schwartz, President of Character.org, explores this question deeply in his discussion with Arthur G. Affleck, III on the ACM Podcast: Empowering Young Minds. Through his expertise and passion for character education, Dr. Schwartz unveils how moral development influences individuals, communities, and society as a whole. This blog dives into the key takeaways from his conversation, shedding light on the transformative power of character-building at every stage of life.
Dr. Schwartz’s dedication to character education began with an unforgettable experience during his tenure at the School District of Philadelphia. Witnessing a young student lose hope sparked a profound question: How does a 15-year-old come to such despair? This question led him to Harvard University, where he studied adolescent moral development. His journey didn’t stop there—it expanded to a broader focus on virtues like grit, altruism, and gratitude through his work at the John Templeton Foundation and collaborations with thought leaders in positive psychology.
From the start, his mission has been clear: equip individuals with the moral courage and habits needed to make decisions that align with their values.
What is character? Dr. Schwartz defines it simply yet powerfully: Doing the right thing, at the right time, in the right way, for the right reasons. It’s not just a matter of performing good deeds but embedding those actions into one’s identity and habits. Schwartz emphasizes the importance of character beyond individual development—it’s essential for nurturing stronger families, ethical workplaces, and robust educational systems.
In his leadership at Character.org, Dr. Schwartz promotes a vision where character isn’t isolated to schools but woven into all aspects of life. His holistic approach includes engaging parents, fostering character in afterschool programs, and encouraging workplaces to adopt principles like “hiring for character and training for skills.”
Dr. Schwartz highlights that character education is most effective when it begins early and extends across various environments. His organization focuses on creating “Schools of Character” guided by 11 principles of effective character education. These principles emphasize shared leadership, community involvement, and sustained commitment to values.
One standout initiative is Character.org’s Growing Goodness project, which showcases how early childhood programs foster character across four key domains:
Each domain reinforces the idea that character-building is a collective effort involving teachers, parents, and community members.
One of the most innovative applications of Dr. Schwartz’s framework is its integration into children’s museums. Supported by the Lilly Endowment, this initiative transforms museums into hubs for fostering intellectual character and curiosity. These spaces inspire children to ask questions, explore their creativity, and develop a love for learning.
Dr. Schwartz envisions museums leveraging universal principles like the Golden Rule, encouraging both children and caregivers to embody.
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Character.org is a non-partisan organization that advocates for character education whose mission is to provide global leadership, voice, and resources for developing character in families, schools, and organizations. Character.org is comprised of educators, researchers, business and civic leaders who care deeply about the vital role that character will play in our future. Their work empowers people of all ages to practice and model core values that shape our hearts, minds, and choices.
Fostering Character Through Children’s Museums aims to help children thrive during childhood and develop into engaged, responsible, and caring adults. Since November 2023, ACM, through a multi-year $1 million grant from Lilly Endowment, Inc. (the Endowment), is working to engage and support a cohort of 23 children’s museums* that have received planning grants from the Endowment.
Empowering Young Minds, the Association of Children’s Museum Podcast is available on all major listening platforms, including: Apple Podcasts, Spotify, and Amazon Music.
Foto © Achim Bieniek
We are excited to share that Salon Stolz has received the 2024 Austrian Inclusion Award and has been nominated for the European Museum of the Year Award EMYA 2025.
Salon Stolz was awarded the Austrian Inclusion Award 2024 in the Leisure & Culture category with the following justification:
“Salon Stolz in Graz offers an inclusive exhibition about the composer Robert Stolz, which is also accessible to people with different impairments, for example through tactile objects and sign language.”
In cooperation with Lebenshilfe Austria and Austrian Lotteries, eight innovative organisations and initiatives were honoured for their commitment to a more inclusive society and the removal of barriers for people with disabilities.
Further Information: https://www.lebenshilfe.at/inklusion/inklusionspreis/
42 European museums have been nominated for the European Museum of the Year Award 2025. Salon Stolz is part of the prestigious international group alongside the second Austrian museum, the Wien Museum. The winning museum will be chosen on 24 May 2025.
Further information: https://europeanforum.museum/news/emya2025-nominees-are-now-announced
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The Salon Stolz aims to bring Robert Stolz and his extensive oeuvre into the present day and to make the passionate composer and conductor known to the target group of children and families.
Our exhibition consists of seven interactive stations that give visitors a playful understanding of the subject of music. Visitors can, for example, play melody memory, build sound stories or conduct the Graz Orchestra with VR glasses.
The highlight of the museum is the dance theatre “Melodia”. Two dancers take visitors on an enchanting journey through the life of Robert Stolz, which is retold through dance. Dancing along is expressly encouraged.
Museums today are at a crossroads, evolving from places where history is preserved into dynamic spaces that foster learning, spark creativity, and build community. They have become essential hubs of education and engagement, particularly for underserved populations. But the journey of transformation for these institutions is not without challenges. In the most recent episode of Empowering Young Minds, Laura Huerta Migus, Deputy Director for Museum Services at the Institute of Museum and Library Services (IMLS), explored the current state of the museum field, the challenges museums face, and their role in shaping a brighter future for communities around the world. Her insights shine a light on the vital work museums do and the strategies they need to adopt in order to thrive in an ever-changing world.
At the heart of Laura and Arthur’s conversation is the recognition that museums are no longer just buildings filled with artifacts. As Laura notes, they are dynamic institutions that play a pivotal role in the educational and cultural fabric of society. These spaces offer much more than a window into the past; they provide essential services that help foster curiosity, inspire creativity, and encourage learning.
Children’s museums, in particular, have been pioneers in shaping the visitor experience. These institutions encourage children to interact with their surroundings in ways that are both educational and fun, breaking down barriers to learning by making it hands-on and accessible. But there’s a gap that many institutions face—between delivering inspiring programs and managing the operational demands that sustain these spaces. One of the key points that Laura raises is that, while many museums excel at creating community-focused programs, they often struggle to manage their operational needs effectively. This reality is not new, but it’s become more pressing in today’s complex landscape.
There is a growing list of challenges that museums face today, ranging from funding shortages to dealing with natural disasters, demographic changes, security threats, and even political tensions. The museum sector, like so many others, was hit hard by the COVID-19 pandemic, which forced closures and led to a drastic reduction in visitor numbers. While some institutions have since reopened, many are still struggling to return to pre-pandemic attendance levels.
Additionally, as Laura explains, the philanthropic landscape has shifted dramatically. Museums can no longer rely solely on traditional sources of revenue, such as donations or ticket sales, to keep their doors open. They must now think more strategically about sustainability and innovation. This means moving away from short-term fixes and instead developing long-term business models that support both their educational mission and their financial needs.
Beyond financial struggles, museums are also grappling with societal and political changes. Laura points to several incidents where museums have faced bomb threats, digital disruptions, or have been caught up in the so-called “culture wars” over diversity, equity, and inclusion (DEI) initiatives. In certain areas, even mentioning DEI can provoke controversy, and this has put additional strain on institutions trying to navigate an increasingly polarized environment.
Despite these daunting obstacles, Laura and Arthur are optimistic about the potential of museums to emerge stronger and more resilient. Museums have always been adaptive, and now, more than ever, they are being called upon to rethink their operations and their role in the community.
Museums for All— an initiative that highlights the power of accessibility in creating lasting community impact. Launched in 2014, Museums for All was designed to make museums more accessible to low-income families, allowing them to visit participating institutions either for free or for a small fee. The program has been a tremendous success, with millions of visits facilitated and over a thousand museums participating across the United States.
This initiative is a prime example of how museums can redefine themselves in the public eye, moving away from being perceived as elitist spaces and toward being inclusive community hubs. Laura emphasizes that the program didn’t come from a top-down directive; it was born out of the needs and feedback from the field itself. This grassroots-driven approach reflects a growing recognition that museums need to engage with the communities they serve, rather than simply providing content in a one-sided way.
The Museums for All initiative is more than just a ticketing program. It challenges long-held assumptions about who museums are for, helping to break down barriers of class and education. As Laura explains, children’s museums have long been at the forefront of this shift. They were among the first to create spaces where all children, regardless of their background, could learn through play and hands-on engagement. Museums for All takes this concept further, helping museums across the country reimagine their relationships with the communities they serve.
Leadership plays a crucial role in navigating the complexities of the modern museum landscape. Laura’s insights on this topic are both practical and inspiring. She acknowledges that, for many years, museums have focused heavily on developing and delivering content, often without paying enough attention to the business side of things. But the pandemic has forced a reckoning. Museums now have to adopt an entrepreneurial mindset, balancing their roles as educational institutions with the realities of running a complex business.
This is particularly challenging for smaller institutions, many of which lack the financial and operational resources of larger museums. However, the field is starting to see a shift, with more leaders recognizing the need to strengthen their organizational infrastructures. Laura noted that the current moment represents a period of growth—a shedding of old ways of thinking in favor of new strategies that will ensure museums’ long-term sustainability.
One project that highlights this shift is the Museum Lab for Museum Professionals, a collaborative effort between the Association of Children’s Museums and the Children’s Museum of Pittsburgh. This initiative aims to provide museum professionals with the training and tools they need to adapt to today’s challenges. By investing in professional development, museums are preparing their staff not just to survive in the current climate but to thrive.
Museums are at a turning point. They are evolving into dynamic, inclusive spaces that foster learning, creativity, and community engagement. But they need the support of their communities to continue this important work.
Whether you’re a regular museum-goer or someone who hasn’t visited a museum in years, now is the time to reconnect with your local museum. Not only do these institutions offer enriching experiences, but they also provide essential services to their communities, helping to bridge gaps in education, equity, and access.
So, the next time you’re looking for a place to explore, learn, or simply enjoy some time with family, consider visiting a museum. Support the programs that make museums more accessible, like Museums for All, and advocate for the continued funding and sustainability of these vital spaces.
To hear more about how museums are transforming communities and navigating today’s challenges, listen to the full podcast episode here.
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Empowering Young Minds, the Association of Children’s Museum Podcast is available on all major listening platforms, including: Apple Podcasts, Spotify, and Amazon Music.
Boston Children’s Museum in partnership with BostonMoms.com recently surveyed parents about how their children are playing and their perceptions about the role of play in their children’s development. Results of the survey, conducted between March and July 2024, show that Massachusetts families highly value play and see it as essential for their children’s health. 89% of those completing the survey said play was essential to their child’s healthy development, and 88 % said it was essential to their child’s learning.
Parents also said their children have ample time to play, with only 12% indicating their child did not have enough time to play. However, a significant number, 38%, said they do not have enough time to play with their child, and 37% said their child did not have enough opportunities to play with other children.
Results showed children are engaging in varied kinds of play activities during a typical week, from pretend play (57%), outdoor play (91%), playing with other children who were not siblings (70%), playing with pets or animals (45%), playing alone (92%), playing with adults (87%), at home activities such as cooking and gardening (67%), and doing arts and crafts (65%).
Other key findings from the survey include:
• 97% agreed (72% strongly) that play is strongly linked to getting along and working with others.
• 70% agreed (30% strongly) that physical safety is a big concern when thinking about where and how their child plays.
• 80% agreed (36% strongly) that safety, in respect to negative or harmful messages that their children could experience, was a big concern.
• 96% agreed (57% strongly) that it is good for their child to take age-appropriate risks while playing.
• 76% agreed (39% strongly) that technology is taking away from traditional kinds of play.
“The survey is a useful data point in understanding how children are engaging in
play, and the attitudes of families about play. Play is alive and well and families understand its
importance, even as traditional forms of play are challenged by technology, and
the demands of full schedules.”
–Carole Charnow, President and CEO of Boston Children’s Museum
As noted in a 2018 article in the journal “Pediatrics” published by the American Academy of Pediatrics, “The definition of play is elusive. However, there is a growing consensus that it is an activity that is intrinsically motivated, entails active engagement, and results in joyful discovery. Play is voluntary and often has no extrinsic goals; it is fun and often spontaneous. Children are often seen actively engaged in and passionately engrossed in play; this builds executive functioning skills and contributes to school readiness (bored children will not learn well). Play often creates an imaginative private reality, contains elements of make believe, and is nonliteral. Play is fundamentally important for learning 21st century skills, such as problem solving, collaboration, and creativity, which require the executive functioning skills that are critical for adult success.”
701 people completed the anonymous online survey promoted and conducted by the Museum and BostonMoms.com between March and July 2024. 92% were from Massachusetts, with 51% from Greater Boston, and 24% from the City of Boston. The complete survey results can be found at https://bostonchildrensmuseum.org/playsurvey2024/
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About Boston Children’s Museum
Boston Children’s Museum engages children and families in joyful discovery experiences that instill an appreciation of our world, develop foundational skills, and spark a lifelong love of learning. More information about Boston Children’s Museum can be found at www.BostonChildrensMuseum.org Become a fan of the Museum on Facebook and follow us on Twitter
Hours and Admission
The Museum is open Wednesday–Sunday from 9:00am–4:00pm. Advance tickets/reservations are highly recommended, especially during weekends, holidays, and school vacation weeks. Adults, $22, children (1–15) and senior citizens, $22; children under 12 months and Museum members are always free.
About BostonMoms.com
BostonMoms.com is a mom-owned and operated digital media company that provides locally focused FREE resources for moms and families in Greater Boston [BostonMoms.com]. Passionate about motherhood and our communities, Boston Moms and its parent company, Wicked Good Mom Media, strive to connect area moms to stories, relevant resources, local businesses, can’t-miss happenings, and most of all — each other!
ACM is pleased to share that its members are leading the way in strengthening parent–child bonds and improved behavior of parents during incarceration. Recently Children’s Museum of Manhattan and Hands On Children’s Museum in Olympia were published in Curator: The Museum Journal.
ABSTRACT
A large and increasing number of children in the United States are systematically rendered invisible due to the effects of parental incarceration, forced to navigate a correctional system that does not often take their particular needs into account. This trauma can put children at risk of long-term developmental consequences that can be lasting across generations.
Two children’s museums, among others, are developing unique partnerships to mitigate this negative impact. The Children’s Museum of Manhattan has an ongoing partnership with the NYC Department of Correction to reunite incarcerated parents at Rikers Island with their children for an afternoon at the Museum. Hands On Children’s Museum in Olympia, Washington, is partnering with the Washington Department of Corrections to redesign the children’s area of visiting rooms in three correctional facilities.
Anecdotal evidence of strengthened parent–child bonds and improved behavior of parents during incarceration show that early indications of both efforts are positive.
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To read the full article, please visit the Wiley Online Library, here.
For more information about Hands On Children’s Museum, please visit https://www.hocm.org/
For more information about the Children’s Museum of Manhattan, please visit https://cmom.org/
We are proud to announce that Miami Children’s Museum has launched the Museum Playful Learning Collective, a groundbreaking national partnership of more than 10 museums aimed at examining the impact of formal museum preschool education on school readiness among children. This initiative, funded in part by a generous grant from the Institute of Museum and Library Services, seeks to answer critical questions about the advantages of museum-based preschool education, the alignment of curriculum with museum programs, and the best methods to measure kindergarten readiness.
The Museum Playful Learning Collective was officially launched at the North American Reggio Emilia Alliance’s summer conference during a panel titled “Unifying Museum Education: Leveraging Environments for Children’s Education.” This panel explored key questions such as integrating early learning programs with existing museum exhibits, unique opportunities provided by museum programs, and the collaboration between museum educators, classroom educators, and curators.
The collective aims to identify commonalities among these varied institutions and redefine early childhood education in museums, ensuring every child has the opportunity to embark on a transformative educational journey. Through interviews, surveys, observations, and child data, the project will articulate the benefits and impacts of museum schools on early learning, sharing these insights with the broader fields of early childhood education and museums.
“As the only museum-based K-5 school in the country, it was a natural fit for Miami Children’s Museum to take a leadership role in launching the Museum Playful Learning Collective and spearheading this vital research. This initiative represents an unprecedented collaboration among museum educators, enabling the sharing of best practices, curriculum support, and innovative educational strategies. This collaboration with children’s and science museums aims to integrate them into the formal world of learning and establish themselves as integral educational institutions. Notably, it will also provide a pathway for museums to cement their importance in early childhood education.”
–Deborah Spiegelman, CEO of Miami Children’s Museum
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For more information about the Museum Playful Learning Collective, please visit https://www.miamichildrensmuseum.org/museum-research.
Participating partners include The Creative Learning Center (Miami-based traditional preschool partner), Smithsonian Early Enrichment Center, Boston Children’s Museum, The Strong National Museum of Play, The Children’s Museum, Great Explorations, Thinkery, The Woodlands Children’s Museum, Fort Worth Science and History Museum, Explora, and Bay Area Discovery Museum.
