This post was produced in collaboration with the Association of Science and Technology Centers.
In the midst of the COVID-19 crisis, museums—like so many other institutions and sectors—are being asked to reimagine themselves: Will hands-on exhibits ever be the same? When and how can we reopen safely for our staff and our visitors? In the face of these existential questions, how can we keep equity front and center?
On May 19, the Cultural Competence Learning Institute (CCLI) hosted a webinar about the opportunities for culturally relevant practice for museums during this time of crisis. During the webinar:
Resources
Cultural Competence Learning Institute (CCLI) is a partnership between the Children’s Discovery Museum of San Jose, the Association of Science and Technology Centers, the Association of Children’s Museums, and the Garibay Group.
The Association of Children’s Museums (ACM) held a series of three hour-long CEO Calls, sponsored by Blackbaud, on March 24, 25, and 26, 2020. These calls provided a space for ACM to connect with children’s museum executive leadership—and for leaders to connect with each other—in the aftermath of mass closures in our field due to COVID-19.
ACM research shows that all U.S. children’s museums, and most around the world, are currently closed. We started each call with a short update from ACM on U.S. federal advocacy efforts to support museums and nonprofits. For up-to-date information about ACM’s advocacy work, and current relief opportunities available to children’s museums, see ACM’s website.
The majority of each call was spent around CEO discussion of two broad topics: museum staffing and operations decisions in the coming weeks, as well as efforts to virtually engage with audiences. A through line throughout these conversations was the challenges children’s museums will face—and what our field may look like—when they are able to reopen.
When making staffing decisions, CEOs took into account their museum’s reserves, insurance, relief opportunities, and unemployment options (which vary state by state). All children’s museums are nonprofits, and most are lean organizations with limited reserves that rely on admissions to cover operational costs. Based on an analysis of the 34 museums that shared information about their staffing decisions during these calls, 32 percent reported furloughing staff and 26 percent reported laying off staff.
Some CEOs were advised to lay off workers so they could collect unemployment, rather than slowly reduce their hours over time. Museums also considered staffing decisions with their museum’s business interruption insurance in mind. (See CEO discussion on business interruption insurance on Groupsite here).
CEOs shared their staffing plans over the next few months. These staffing plans fell into a few broad categories:
CEOs suggested additional strategies to mitigate costs, such as letting full-time staff use all vacation and sick leave and freezing 403B contributions.
Furloughs and layoffs were the most common options for reducing payrolls. CEOs discussed the many considerations that went into their decisions to furlough or layoff staff.
CEOs also discussed their communications with major funders over the past few weeks.
CEOs also discussed the work their museums are doing to bring the museum experience online, with virtual activities, often retaining staff to create this virtual programming. Content is often designed to keep the museum’s community engaged. It focuses on repurposed museum activities families can do at home, such as experiments, physical activities, storytimes, and more. (ACM is tracking these virtual activities—see our ongoing list here).
CEOs shared other virtual content ideas.
CEOs shared positive results so far.
CEOs noted a need for support around a few areas related to virtual activities, as well as posed questions for consideration.
As most virtual activities are offered free of charge, CEOs discussed different creative money-makers they can explore related to their current efforts.
CEOs also discussed some of their museum’s offline activities.
ACM will draw from the conversations of the first CEO Calls as we continue to identify opportunities for museum leaders, and all children’s museum professionals, to convene and share knowledge. Stay tuned for more information!
The Association of Children’s Museums (ACM) champions children’s museums worldwide. Follow ACM on Facebook, Twitter, and Instagram. Are you a children’s museum with online programming? Contact Alison.Howard@ChildrensMuseums.org. Follow and share museums’ virtual activities with the hashtag #ChildrensMuseumsatHome.
By Elissa K. Miller
As a result of the COVID-19 crisis, children’s museums, science-technology centers, and other cultural and educational attractions are facing unprecedented challenges in every aspect of operations. After your team meets the most urgent physical safety requirements and addresses other urgent matters, you’ll need to determine how to move forward during a period of extremely limited or altogether ceased operations.
One of the many challenges facing museums is how to handle cancellations of scheduled events, birthday parties, and group visits. In this post, we’ll look at some different options for handling large numbers of cancellations.
Your payment processor is the company that handles credit card, debit card, gift card and e-check transactions. Some registration systems require to you use their payment processor while others allow you to choose the organization you want to work with.
As part of fraud prevention, most payment processors place a limit on the dollar amount of refunds that can be issued in a day. While this limit is usually more than reasonable in normal circumstances, you might reach the limit quickly if you plan to refund a significant number of registrations.
When you know the daily refund limit, you can plan the number of refunds accordingly. So, be sure to check with your payment processor before you start issuing refunds; depending on the answer, you may want to ask them to temporarily raise the daily limit so you can process refunds more quickly.
Your visitors and members appreciate your programs and understand your value to the community, and chances are good that many of them want to support your mission, especially during COVID-19. Instead of automatically issuing refunds for canceled events, ask your customers to consider the following options.
By converting registration and reservation fees to gift cards delivers the best of both worlds to your customers and your museum. Gift cards will bring families back to your doors as soon as it’s safe, and can be spent on admission, memberships, another camp or program, another birthday party and even merchandise (depending on how your museum store operates).
Your customers don’t lose any money because the gift card covers the value of their payments, and your museum can keep the money on your books to support your operations during this uncertain time.
As an added incentive and thank you, consider rounding up the value of the gift cards or adding an additional flat dollar amount to make customers even more positive toward your organization.
If your museum doesn’t offer gift cards or you don’t have a practical way to offer them, or if you simply want to boost memberships, you can offer to apply registration fees to one or more kinds of memberships. As with gift cards, consider rounding up the value as a thank you to your new members.
For customers who paid more than the cost of a membership, you’ll still need to consider issuing a refund or gift card, or asking if they’d like to convert the balance to a donation, discussed in the next section.
Speaking of memberships, you may want to consider extending the expiration dates of all memberships to account for the time that your museum is closed.
Many organizations are asking registration owners if they’d like to convert all or part of their registration fees for canceled events to a donation instead. Depending on your museum, donations may be used as unrestricted funds to support your continued operations without the quid pro quo of a membership or gift card.
The procedure for cancelling events depends entirely on your event management provider, so some of these suggestions may not be available to you.
Elissa K. Miller, M.Ed., is communications director at Doubleknot, an integrated online, on-site, and mobile solutions provider for nonprofits and cultural organizations. As the former development director for a regional nonprofit, she’s passionate about helping nonprofits and youth-serving organizations harness new technologies to streamline operations and support their missions.
There are more than 300 children’s museums in the world serving millions of families, but each one is unique. We know that children’s museums are joyful spaces for learning and play, but they are much more than just places to visit. In fact, all children’s museums—regardless of size —function as local destinations (with designed spaces, like their exhibits), educational laboratories (with programming for children and families), and act as community resources and advocates for children.
There’s so much to love about children’s museums everywhere. In honor of Valentine’s Day, we asked children’s museum staff: What do you love about your children’s museum? Here are some of their answers!
“I love that we are a safe place for kids to learn and grow through self-guided play. They get to experience different careers and practice the examples they see in our homes and community in our different exhibits. I love that I get to use my formal education background to help the kids learn in an informal setting… without even knowing they are learning new things!”
-Erica Bickhart, Children’s Museum of Findlay (OH)
“I love working for a children’s museum because every day welcomes a new adventure! Whether it’s leading one of our fun educational classes or dressing up as a princess for an event, no day is ever the same.”
-Allison Armstrong, Sacramento Children’s Museum (CA)
“Sacramento Children’s Museum is a great place for young guests to grow, learn, and explore! Our programs and classes are so much fun. Our Van-Go mobile museum is a great way to reach out to the community when it’s hard for them to come to us. We play, we inspire, and we reach out.”
-Denver Vaughn, Sacramento Children’s Museum (CA)
“I love how embedded our museum is within our downtown community. When there are events in our town we are right in the middle of it. We have built longstanding relationships with the other downtown businesses.”
-Gracie Chaffin, Louisiana Children’s Discovery Center (Hammond)
“I love watching kids be able to play and learn and have a safe place to come to! I love our nature room—and one thing we just added to it is a tower garden. We always wanted to have plants, and this is so easy and kids love to see the veggies growing each week!”
-Robin Kussmann, Playzeum Yuba Sutter (Yuba City, CA)
LOVE seeing families playing together. Less heads down with phones and more heads up for play!
-Mandy Volpe, Interactive Neighborhood for Kids, Inc. (Gainesville, GA)
“We love that we are the first children’s museum in the state of Mississippi located one block from the Gulf of Mexico in the renovated Mississippi City Elementary School, constructed in 1915 and an architectural exhibition itself. Lynn Meadows Discovery Center offers 15,000 square feet of indoor hands-on exhibit space, seven and a half acres of outdoor play space, a spacious theatre, Viking kitchen and other great facilities for children, families and community use. Just like the children who enter our doors, Lynn Meadows Discovery Center is continually growing and improving, expanding and changing our exhibits, adding and enhancing our offerings and constantly learning along the way!”
-Sonja Gillis, Lynn Meadows Discovery Center (Gulfport, MS)
There are so many things to love about Cheshire Children’s Museum! One special thing we do is recognize early childhood educators in our region. Each year, we celebrate all early childhood educators at an event at the museum, culminating in naming one Early Childhood Educator of the Year! He/she is selected by a panel of judges ahead of time after reviewing nominations from colleagues, directors, and family members of children they serve. We have donated prizes for the winner and door prizes. This year we will have a proclamation from our mayor.
-Deb Ganley, Cheshire Children’s Museum (Keene, NH)
“There is so much to love. On the amusing side—I really love how kids dress for PLAY.”
-Sharon Stone Smith, Sacramento Children’s Museum (CA)
What do you love about your children’s museum?
The Association of Children’s Museums (ACM) champions children’s museums worldwide. Follow ACM on Facebook, Twitter, and Instagram.
Top photo courtesy of Lynn Meadows Discovery Center.
By David Robinson
The fifteenth annual Endangered Species Day on May 15, 2020 provides children’s museums with an opportunity to highlight their educational/other programs while also recognizing this nationwide celebration.
First approved by the U.S. Senate in 2006, the purpose of Endangered Species Day is to expand awareness of the importance of endangered species/habitat conservation and to share success stories of species recovery. Every year, Endangered Species Day events are held at museums, schools, zoos, aquariums, botanic gardens, conservation groups, parks, wildlife refuges and other locations throughout the country.
Here are a few ideas for Endangered Species Day activities:
Activities can be held on May 15, that weekend, or earlier in the month.
To help you plan for an event, the Endangered Species Day website features a variety of resources, including:
In addition to your own promotion in local media outlets, we can help promote your activity on the Endangered Species Day Event Directory. People in your community will visit the website directory to find a nearby event. Register it yourself or send the information to David Robinson, Endangered Species Day Director: drobinson@endangered.org.
A project of the Endangered Species Coalition, Endangered Species Day is also supported by the National Park Service, U.S. Forest Service, and National Oceanic and Atmospheric Administration (NOAA), along with numerous education and conservation organizations, including the American Library Association, North American Association for Environmental Education, National Association of Biology Teachers, Association of Zoos and Aquariums, National Audubon Society, Association of Fish & Wildlife Agencies, Jane Goodall Institute, National Garden Clubs, Sierra Club, the National Science Teachers Association, San Diego Zoo, Earth Day Network, National Wildlife Federation, and Defenders of Wildlife.
David Robinson is Endangered Species Day Director at Endangered Species Coalition. Learn more at www.endangeredspeciesday.org.
The following post appears in the latest issue of Hand to Hand, ACM’s quarterly journal.
By Rebecca Shulman Herz and Kristin Vannatta
About a year ago, I spoke to Janice O’Donnell, former director of Providence Children’s Museum, about training floor staff. Janice shared an experience she had at the InterActivity conference years ago: during a rare moment of quiet on a bus to an evening event, Janice shouted, “Floor staff!” All of a sudden the bus was abuzz, everyone talking about the challenges of hiring, working with, and retaining the team of part-time, entry-level staff who may be the only museum staff members most visitors ever meet.
What can a children’s museum do in order to have floor staff who are knowledgeable, engaged, and invested in the museum? For years I thought of this as a retention challenge: When you find wonderful staff, and their jobs are part-time and underpaid, how do you retain them for more than a year? But now I think of this as a cultural question. How do you create a museum culture in which these valuable staff members are engaged and invested? When there is turnover, how can new staff members quickly become a part of this culture?
Kevin Kruse, founder & CEO of LEADx, an online learning platform that provides free leadership development, has noted that employee engagement is not synonymous with happiness or satisfaction. Rather, it is “the emotional commitment the employee has to the organization and its goals. This emotional commitment means engaged employees actually care about their work and their company. They don’t work just for a paycheck, or just for the next promotion, but work on behalf of the organization’s goals.” According to Kruse, engagement is driven by strong communication, opportunities for job growth, recognition, and trust.
When we think about bringing on new staff, we often focus on training: what do they need to know to do their job? In part this is practical—staff need training in order to have the necessary tools and knowledge to admit visitors to the museum, clean toys and exhibits, or sell memberships. It is also efficient, and most museums have developed formal or informal training modules that can be easily repeated when new staff come on board.
While cleaning is critical, it does not lead to an emotional commitment to the museum. It is not why we do what we do. Megan Dickerson, senior manager of exhibitions at the New Children’s Museum, describes the dichotomy between training staff to clean and engaging staff in the museum’s mission as “efficiency vs value.” We often prioritize teaching staff practical skills, like cleaning and resetting, because we know how to do this efficiently. Engaging families in playful learning is of critical value, but we cannot necessarily train efficiently for this. Engagement is individual and emotional; it is not essential for staff to operate the museum at its most basic level, but it is essential in creating a museum that offers visitors and the community a wonderful experience and true value. How do we deeply engage part-time floor staff in our missions, in the importance of the work we—and they—do?
There are as many ways to engage staff as there are organizations. The Peoria Play-House Children’s Museum went through three phases in its experience pursuing staff engagement. The first phase was a grant-driven experiment limited to one of our exhibits; the second was an expansion to all staff. The third, which we are still in the middle of, is an exploration of how far can we push it: what can an engaged floor staff contribute to the museum’s programming and exhibits, and how collaborative can we truly be?
In 2017, the PlayHouse was awarded an Institute of Museum and Library Services grant to improve Real Tools, our makerspace. We worked with our evaluation partner, the University of Illinois, to think about what visitors were learning. Time and time again, we returned to the importance of staff in the space, both as facilitators and as experts in the visitor experience. With this in mind, Adrienne Huffman, the PlayHouse’s education coordinator, held monthly meetings during which staff visited children’s makerspaces around the region, read articles, discussed successes and challenges, and identified prototype solutions to these challenges, all rooted in staff experience and informed by readings. Rather than telling staff how to do their jobs, Adrienne developed a space in which staff told us and each other how to do their jobs and improve the exhibit.
On the one hand, this sounds obvious. On the other, most of us know firsthand this is not how many organizations work, or how entry-level part-time staff are often treated. It captures three of the four drivers of engagement Kruse identifies: strong communication (bolstered by monthly meetings), recognition (asking staff to share best practices, and acknowledging they are experts in their work), and trust (allowing staff to drive changes in the Real Tools exhibit).
The results of these monthly meetings exceeded expectations. Because staff were able to prototype different solutions quickly, this exhibit continues to change and improve. Visitors comment on how much they enjoy some of the new solutions, including, for example, information posted on the walls, changes to exhibit signage, and the transformation of individual work stations into a collaborative work table.
Staff began to take ownership of the space in new ways. One staff member, Haley, noted that children often looked at the finished projects on the walls, and wanted to copy what other children had done. She decided to experiment with what we hung on the walls, taking down the finished projects and replacing them with materials samples that could inspire kids. Haley described this as akin to looking at clouds and seeing forms—what can a piece of foam become? An egg carton? Collectively, staff also designed a new drop-in maker program offered monthly on a weekend morning, each dedicated to a specific tool or practice. The first three focused on bookmaking, embroidery, and wood burning.
These weekly meetings were successful in truly engaging Real Tools staff, and improving their work with visitors. It did not stop staff from leaving. We still had staff who graduated, or were hired for full time jobs elsewhere, or moved away. But when new staff join the Real Tools team, they are quickly engaged in the mission of the museum, the seriousness of the work, and the importance of their own voices in making this work better.
| APPROACHES TO PLAY FACILITATION • Playwork: “At its most basic level, playwork is about removing barriers to play, and enriching the play environment… The role of the playworker is to create flexible environments which are substantially adaptable or controllable by the children…” • Theatrical Improvisation: “The improvisational mindset is rooted in an open and flexible attitude, based on a set of fundamental principles that are learned through engaging in improvisational games and activities.” • Kaboom / Imagination Playground: Kaboom believes that “The well-being of our communities starts with the well-being of our kids. Kids who live in low-income communities face many structural obstacles to play, such as a lack of safe play spaces or any place to play at all. We want to make it as easy as possible for all kids to learn, explore, grow and just be kids.” Play facilitators do work such as staging materials in fun ways, observing children, building relationships, promoting fair and caring behavior, and encouraging teamwork. • Play Therapy: “Play therapy differs from regular play in that the therapist uses play to help children address and resolve their own problems. Through play therapy, children learn to communicate with others, express feelings, modify behavior, develop problem solving skills, and learn a variety of ways of relating to others.” () • Montessori Education: “The art of engaging children is at the heart of the Montessori class- room. Capturing interest is the key to motivating further exploration, practice, and mastery…. Adults are tasked with the responsibility of maintaining an enriched environment always prepared for the children’s work.” • Reggio Emilia Education: “The Reggio Emilia approach to early childhood education views young children as individuals who are curious about their world and have the powerful potential to learn from all that surrounds them…. Reggio teachers employ strategies such as exposing children to a wide variety of educational opportunities that encourage self-expression, communication, logical thinking, and problem-solving.” |
Inspired by the impact of the Real Tools monthly meetings, and supported by PNC Grow Up Great funding, we began to use monthly all-staff meetings to explore play facilitation. Previously, PlayHouse job descriptions classified “playologists” (our term for floor staff) as staff who engage children and families in play, along with straightening, cleaning, and troubleshooting exhibit and visitor problems. However, discussions about play facilitation were not a regular part of our dialogue with floor staff. During training and supervision, the emphasis was on efficiency rather than value, cleaning and resetting rather than learning through play. In the fall of 2018, we launched a meeting series on play facilitation, led by the museum’s education manager, Courtney Baxter. Staff were trained in reflective practice, and encouraged to experiment. They were given free rein to try things that failed, and share these failures, along with their successes.
During 2018 and 2019, we dedicated seven two-hour meetings to different approaches to play, and the role of adults in children’s play. We learned about playwork from the New Children’s Museum, theatrical improvisation from The Engaged Educator, play therapy, Montessori education, Reggio Emilia education, and Kaboom’s approach to working with Imagination Playground. (See above sidebar.) At the beginning of each meeting, staff shared the successes and failures they experienced when experimenting with these new methods. After each presentation, the group brainstormed ways in which these new ideas might apply in our context. For example, staff found the improvisational approach of “yes and…” to be a good tool for building on a child’s creative imaginings. They also valued the play therapy idea of not correcting a child, but rather entering their world. Other approaches were more difficult to relate to daily interactions in the museum, but inspired staff to think about staffing patterns and possibilities in new ways. For example, the Imagination Playground presentation was inspiring, but our playologists were unsure about how to incorporate these methods in the current way we use this interactive block set at street festivals. Perhaps there are other ways we can staff or present Imagination Playground?
This series has helped staff to think about play and play facilitation. Perhaps even more importantly, it has sent a clear message that all staff are empowered to offer visitors the best experience possible at the PlayHouse. This has led to unexpected results. Floor staff have taken responsibility for creating grassroots programming, including staff and visitor dress-up days and storytimes. And staff have created solutions to real problems, such as setting up a scavenger hunt of objects hidden near the entrance in order to keep kids occupied while parents pay or fill out a membership form.
Further, the dialogues that happen during these staff meetings have helped managerial staff get to know part-time, front-of-house staff better. We are learning about their individual strengths and interests, which allows us to find ways to leverage individual talents and passions for the benefit of the museum. This is good for the PlayHouse, but also key to staff engagement: allowing staff to use their personal skills deepens their emotional and intellectual connection to the museum. We can rarely offer promotions in our small museum, but we can work with individuals to tweak roles in ways that are beneficial for everyone.
The PlayHouse now has a new structure for all-staff meetings: they are monthly, collaborative dialogues. Of course, sometimes we share information about upcoming exhibits or programs, or conduct safety-related trainings. But we also use these meetings for discussions such as, are the props currently out on the floor working, or should we rethink some of them? If we are able to grow our volunteer program, how do we balance offering volunteers engaging tasks working directly with visitors, while still respecting the interests and abilities of the floor staff who want to engage visitors in educational activities? What are ideas related to programs for next year?
We are finding that by opening up discussion and asking for feedback we can expand the work we do. For example, while planning an event called Enchanted PlayHouse, one floor-staff member decided we needed an area that looked like a pirate ship. So she enlisted her husband to build a pirate ship with her. Visitors loved it.
Not surprisingly, we have unleashed a host of new challenges through this approach. One of the most critical is communication. When staff decide they want to do something—for example, a themed dress-up week—management staff need to know about the event, have the opportunity to voice any concerns, help promote it, and be able to answer questions about it. We used to worry that front-of-house staff were not getting all the information they needed; now we need to address this in the other direction as well.
Another challenge is capturing the results of staff experimentation. We know from discussions during staff meetings that staff are indeed experimenting and finding new ways to interact with visitors on the floor. How do we capture this information, and learn collectively from what has worked and what has failed?
Perhaps the biggest challenge is financial cost. With the new structure of our all-staff meetings, we have committed to gathering and paying part-time staff for two or more hours every month to engage in discussions that, in other museums, are the job of full-time or back-of-house staff. We are always looking for ways to cut expenses, and to many this might seem like an unnecessary one. However, the positive impact on our staff, and then on our visitors, is apparent. And we believe that, in the long run, the cost of an unengaged staff is much higher.
Despite the challenges of continued turnover, communication, or financial strains, a staff that is committed to the museum leads to improved experience for everyone involved. When management demonstrates that all staff are valued and essential to the success of an organization, and that each person has the autonomy to influence that success, we create a culture of fulfillment and engagement. We strongly believe that engaging all staff creates a vibrant and visible culture of valuing individuals that is palpable to visitors. Our mission is to help children become explorers and creators of the world. We engage our staff in this work by empowering them to be explorers and creators of the warm and captivating environment of the PlayHouse.
Rebecca Shulman Herz has served as the director of the Peoria PlayHouse Children’s Museum since 2015. Previously, she spent fifteen years in art museum education at the Solomon R. Guggenheim Museum and the Noguchi Museum, both in New York City. Kristin Vannatta was the operations manager of the Peoria PlayHouse Children’s Museum from 2015 until August 2019. Previously, she worked for six years as the volunteer coordinator and operations manager for the Frank Lloyd Wright Trust in Chicago, Illinois.
To read other articles in the “HR” issue of Hand to Hand, subscribe today. ACM members also receive both digital and printed complimentary copies of Hand to Hand. ACM members can access their copies through the Online Member Resource Library available in the Hand to Hand Community on ACM Groupsite.
The following post appears in the latest issue of Hand to Hand, ACM’s quarterly journal.
By Sharon Vegh Williams, PhD
The North Country Children’s Museum is located in Potsdam, New York, a remote, rural, low-income community in the northern corner of the state. The North Country Region is near the Canadian border, north of the Adirondack Mountains. The county is the largest by square mile in the state and the most sparsely populated. We’re seven hours from New York City and five hours from Buffalo. All of Upstate New York is downstate for us. There is a palpable remoteness to the region, with miles of flat farmland, rivers, and woodlands. One of our fastest growing communities is the Amish, as farmland is inexpensive and not amenable to large-scale farming. Adding to the geographic isolation, the North Country has long cold winters and very little access to cultural or educational enrichment for families. Although institutions such as Clarkson University and SUNY Potsdam in Potsdam and St. Lawrence University and SUNY Canton in our neighboring town, Canton, are a defining feature of the region, university resources are not always easily accessible to the greater community. To address the cultural and educational gap for families, a group of local educators, university faculty, and parents began discussing the idea of a children’s museum in early 2012. That summer, leveraging university resources, we launched our first Museum Without Walls traveling exhibit. For the next six years, the museum trailer with pop-up interactive exhibits and programs traveled weekly to small town festivals, bookstores, bakeries, schools, camps, and community centers.
As co-founder of the North Country Children’s Museum, the seed for the museum germinated eight years before that first traveling exhibit, when my eldest son was two years old and we were living on the Navajo Nation in Shiprock, New Mexico. The closest city was Durango, Colorado, where my family had joined a small children’s museum. At the time, the Durango Children’s Museum was on the second floor of a downtown storefront. The creative spirit behind this small institution was inspiring. The exhibits were community-made and low-key, but truly engaging and innovative. Visits were worth the hour-and-a-half drive, especially with the limited family destination options in our rural New Mexico town.
While we were new members of this small museum, I had years of experience as a museum educator and classroom teacher. I had worked at the Boston Children’s Museum for five years before going back to school for a master’s degree program in education and creative arts at Lesley University. I went on to teach elementary school for over a decade, in low-income, diverse public schools in urban and suburban Boston and later on the Navajo Nation. My time as a classroom teacher taught me how to engage learners. And teaching in diverse communities that had historically been disenfranchised from schooling challenged me to develop curriculum and a learning environment that was intrinsically interesting and motivating for kids. At times, that required working around restrictive public school standards. As an educator and parent, I have always been interested in how informal and interactive education can provide rich and powerful learning experiences for children.
As my family had plans to relocate to northern New York, I realized I could contribute by helping to bring a small town children’s museum to my new community. From the inception of the idea in 2004, to the opening of museum doors fourteen years later, I traveled widely with my family, visiting every interactive museum along the way, collecting ideas. When my family arrived in Potsdam in 2008, I was ready to get started on the museum. However, I soon realized it was too big an undertaking to do on my own. My friend and neighbor, April Vasher-Dean, director of The Art Museum at SUNY Potsdam, was ready to embark on this journey with me. April had twenty-five years of experience in art museums, including the Los Angeles County Museum of Art and the New Harmony Gallery of Contemporary Art in Indiana. Because we both had museum backgrounds, we came to the project with a shared vision. This team effort was critical, as our community had no idea where we were headed. Many people envisioned a basement playroom, while April and I saw the Smithsonian. We had a lot of work to do educating the public about children’s museums, what they are, and why they matter.
We also had a lot of naysayers. Many did not believe we could find the funding or the audience in our remote, rural region to start or sustain such an institution. My guiding words of wisdom came U.S. Supreme Court Justice Louis Brandeis’ quote, “Most of the things worth doing in the world were declared impossible before they were done.” And my silent sentiment was, “Get out of my way, I have a museum to build!” To say I was on fire with our mission would have been putting it mildly.
While April and I had worked in museums for years, we had never started one. We connected with the Association of Children’s Museums and worked our way through their publication Collective Vision: Starting and Sustaining a Children’s Museum. Following the guidance in the book, we created a traveling “museum without walls” to build an audience. April and I also traveled together to Boston and New York City to meet with children’s museum professionals in both large and small institutions. Back home, we gathered a group of educators, scientists, engineers, artists, musicians, accountants, lawyers, business owners, general contractors, and parents to contribute their expertise and form a nonprofit board. We are fortunate to live in an area with a wealth of skilled professionals, including university faculty eager to volunteer their time, energy, and resources. Clarkson University Business School faculty and students conducted a feasibility study, which gave us the confidence to move forward with fundraising and program development. While our museum without walls traveled the region, bringing sophisticated, state-of-the-art exhibits and programs to rural communities, we got to work on a capital campaign.
The end game was always a permanent location for the museum, though we had no idea of either scope or scale when we started. Neither April nor I had any idea how to raise money. And as it turned out, no one else on the board did either. Fortunately, through a shop owner in town, I heard about someone living temporarily in the area who had just completed a multimillion-dollar capital campaign for the Young At Art Museum in Davie, Florida. This was an amazing stroke of luck, since most people in the North Country had no idea what a children’s museum was, let alone had worked for one. We brought Melissa Wagner on board to steer us in the right direction. For me, she was a mentor and teacher for the two years she lived here. I learned about government funding, foundations, in-kind donations, and how to write grants. I learned how to reach out to businesses, universities, and individuals for support. We put together marketing materials and packets to reach potential donors. We formed a founder’s circle and created a series of high-end cocktail parties that showcased our programming, bringing some black-tie to a distinctly flannel-and-Carhartt community. We raised the bar and exceeded expectations both in the events and in our institutional vision. Navigating our rural, high-poverty region without deep pockets, we left no stone unturned. Six years later, we had raised over one million dollars, purchased and renovated a long-vacant historic downtown building, and hired professional exhibit designer Wayne LeBar to collaborate with teams of local content specialists.
When our permanent location opened in 2018, the exhibit concepts, developed by the board and local content experts in a variety of fields, had been in the works for years. Many exhibit prototypes had been tested and modified through our museum without walls. Since most of our visitors are local, membership is our bread and butter. Our exhibits needed to engage families who were going to come weekly; each exhibit component needed to be endlessly compelling. Not everything brought to the table passed that test. For example, the designers suggested a sugar shack as part of our maple tree exhibit, but there wasn’t enough activity involved to keep visitors engaged. There was also a proposal for local maker video interactive, which I didn’t feel would be varied enough to keep repeat visitors interested. My twenty-five years as an educator gave me a fine-tuned sense of what to keep and what to weed out.
Ultimately, our exhibits built on the strengths and supported the needs of our rural, low-income community. We highlighted local farmers in our Natural Foods Grocery store exhibit, celebrated our maple traditions in a digital tree interactive, and explored the science of hydroelectric power though the Adirondack Waterplay exhibit. We collaborated with university faculty to create our STEAM Power exhibit, and designed our sensory Playspace for our youngest visitors. We filled 3,500 square feet of exhibit space with bright, open, beautifully crafted exhibits that tell the story of our community. We also collaborated with a local farming museum and skilled trades high school to restore a historic tractor for outdoor play that complements our building, a renovated barn and livery circa 1840. In an economically depressed county where one-third of families with children live below the poverty line, we brought a sense of pride and celebration of our community assets.
We also added a program room, drawing from the university community to hire an amazing staff of skilled science and arts educators. The North Country Children’s Museum now offers STEAM workshops throughout the week, free for visitors and members. We are working to bring more cultural knowledge into the mix, meeting with community members and farmers to explore ways in which we can bring agriculture more explicitly into our programming.
We believe that giving children opportunities to explore mathematics, engineering, language, and the arts in playful ways nurtures the creative problem solvers our world so desperately needs. Our mission is to provide children, regardless of socioeconomic background, with the space to try on the role of scientist, engineer, and artist. In the media, we often hear outside experts weigh in on the economic and social challenges facing rural America. However, those without a deep understanding and compassion for these struggles will never fully address them. To solve the issues that confront humanity and the planet, from income inequality to racism to climate change, we need to provide all children—urban, suburban, small town, and rural—with resources and intellectual tools. Our museum’s role is to create an environment, in rural northern New York, where children can grow to become active and engaged problem-solvers in much the same way as children from relatively resource-rich urban areas can. The world needs their voices, insights and creativity.
As the only children’s museum within a two-hour radius, we have become a much-needed resource. Our community has responded with 600 member families, 15,000 visitors, and 75 school groups in our first ten months of operations. To ensure we are serving all members of our community, we offer $25 annual memberships to families with children eligible for free or reduced school lunches. These costs are offset by donations from the local hospital, banks, and individual families who can donate a “giving membership” to a local family in need. With limited funding allocated to rural public schools, the museum has become a supportive learning resource for the region.
Started six years ago on a shoestring budget, the North Country Children’s Museum raised over $1,000,000, purchased and renovated an historic building, and created a state-of-the-art interactive museum, despite the challenges of raising capital in a low-income area. In other words, the community believed in our mission and viability. In our first ten months, we have fully maximized and practically outgrown our space. Fortunately, we have a second floor with an additional 3,500 square feet in which to expand. Plans are in the works to double the museum’s exhibit and program capacity by renovating the unused part of the building within the next few years. We hope to create a dairy farm and an Amish home exhibit in collaboration with those communities.
As passionate as we are about promoting our educational mission, we are ultimately a community museum. And the community takes ownership of the space. The other day, I noticed a group of parents from very different socioeconomic, cultural, racial, religious, and linguistic backgrounds gathering and chatting before our drop-in early childhood STEAM program. These families had formed real connections and friendships through our weekly programing—connections that lived beyond the walls of the institution. In such politically and culturally divisive times, before the museum opened, many of these parents in this small, remote community would not have had another space to reach across perceived barriers. As this part of the country evolves along with the rest of the world, the true mission of the museum will unfold in its own way, and North Country Children’s Museum will be here to usher that future in.
Sharon Vegh Williams, PhD, is the co-founder and executive director of the North Country Children’s Museum in Potsdam, New York. She teaches courses in museum studies and multicultural education at St. Lawrence University. Her book, Native Cultural Competency in Mainstream Schooling, was published by Palgrave Macmillan in 2018.
To read other articles in the “The Big Role of Children’s Museums in Small Communities” issue of Hand to Hand, subscribe today. ACM members also receive both digital and printed complimentary copies of Hand to Hand. ACM members can access their copies through the Online Member Resource Library. Contact Membership@ChildrensMuseums.org to gain access if needed
By Elissa K. Miller, M.Ed.
Even though outsiders may think it’s an oxymoron for a nonprofit museum to earn revenue, all nonprofits must bring in money to support their missions. It’s a wise practice for museum education departments to increase revenue and reduce overhead so that more funds are available to support and expand mission-delivering programs.
There are a number of different ways that children’s museums can increase revenue and minimize administration costs while expanding education programs.
These budget-friendly methods leverage museum software and streamline museum operations to create both the funding and staff time to develop new programs that extend your reach and your mission.
Ready to boost your museum’s education revenue? Let’s get started.
If your education department is still relying on paper registration forms and spreadsheets to manage events, camps, classes, field trips, and birthday parties, you could be wasting valuable time and money better spent on enhancing the quality of your program.
The first step toward increasing revenue and reducing paperwork is implementing online registrations and reservations.
Moving registrations online doesn’t mean you’ll lose the personal touch. By eliminating the need to juggle calendars, update spreadsheets, record payments, and send invoices and confirmations, well-designed online registration actually frees your team to spend more time helping people who need assistance.
An online registration system is also more eco-friendly, eliminating printing and postage costs. And, online registration can help you reach a broader audience through online ads, articles and social media posts.
The best registration software will be flexible enough to meet your museum’s unique requirements. To read more information about evaluating museum software solutions, check out Doubleknot’s museum software guide.
Asking for a donation during a purchase is a proven-successful method of raising additional funds. People are already opening their wallets to make a payment, so asking them to add a few more dollars to their existing bill to support your programs is an easier proposition than responding to a standard donation request. Consider updating your registration and payment pages to:
Be sure to coordinate any donation requests with your fundraising and development team to ensure that your plans complement overall fundraising activities instead of competing or interfering with them.
Along with day camps and birthday parties, family events are often the bread-and-butter for children’s museums, offering a range of fun and educational opportunities to learn about different cultures within the communities you serve.
Consider holding these kinds of eye-opening programs to celebrate the countries and cultures in your service area.
You can expand the cultural awareness of your youngest visitors by planning museum events to guide them through multicultural exhibits, create culturally-inspired crafts, or read insightful children’s stories.
Products that support your mission (and incidentally build your brand) are always appropriate and acceptable add-on opportunities.
For example, if your museum software supports mobile sales, you can also sell camp- and event-related products at check-in and check-out for these programs. Families may be more inclined to make an on-site impulse purchase when they see how happy and engaged their children are in your programs.
Birthday parties offer income opportunities that also provide a valuable service for busy families. Your team can reduce parents’ stress and increase revenue by offering add-on options such as:
Check to see whether your registration and reservation system allows you to display upsell options after a purchase is completed. An ideal system will allow you to promote products and events in categories related to the items in the purchase.
Plus, the revenue you make from these upsell opportunities can help provide more money for your mission and educational programming.
With the increased emphasis on STEAM education, children’s museums are uniquely positioned to develop programs that are aligned with important educational standards. If your museum’s group visit programs are primarily unstructured visits under the supervision of teachers and chaperones, you may have an opportunity to offer more tailored programs. These could include teacher- or staff-led lessons and activities that rely on materials and facilities at the museum.
Additionally, scouting badge programs can provide an opportunity to generate more revenue and encourage more learning. Your badge “menu” could include self-guided activities to complete badge requirements; add-on kits and materials for use by leaders; and structured badge achievement activities led by staff.
Most kids who grow up visiting a beloved children’s museum will eventually decide they’re too old to go anymore. While older children will age out of floor activities designed for younger learners, there are many ways that older children and teens can continue enjoying your museum in age-appropriate ways.
For middle school students and younger high school students, after-school and weekend STEAM programs provide important enrichment opportunities and allow youth to continue their relationship with the museum they loved as younger children.
School districts and regional education centers can help identify scope and sequence for themes and topics that complement, strengthen and extend subjects covered in school. Your museum can then use these themes and topics to design programs at your museum.
In most locations, it’s difficult for parents to find summer programs for tweens and young teens who’ve “aged out” of traditional day camps but are too young to be camp leaders or hold other summer jobs. Parents are likely especially happy to enroll older children in summer programs that balance the right amount of supervision and structure with independence and autonomy so important at that age.
Children’s museums are in a unique position to provide formal and informal information about positive youth development to parents and caregivers.
Parents are likely interested in programs that show them to nurture and support their children’s love of experimentation and learning. For example, evening workshops on easy at-home science experiments or “STEAM Power at Home” can generate additional revenue and empower families to carry out your mission in their own homes and neighborhoods.
Another option is creating and offering continuing education (CE) courses for educators, developed with input from districts and education centers to ensure that they meet your district’s and state’s standards. Some event ticketing and registration solutions designed to support museum education will even automatically generate and email a personalized certificate of completion after the workshop is over.
The educational (and revenue-generating) opportunities that children’s museums can provide are almost limitless. We hope that this brief list will spark ideas for events and programs as unique as your museum and the communities you serve.
Elissa K. Miller, M.Ed., is communications director at Doubleknot, an integrated online, on-site, and mobile solutions provider for nonprofits. As the former development director for a regional nonprofit, she’s passionate about helping nonprofits and youth-serving organizations harness new technologies to streamline operations and support their missions.
The following post appears in the latest issue of Hand to Hand, ACM’s quarterly journal.
By Charlie Trautmann, PhD, and Janna Doherty
STEM exhibits. STEM programs. STEM events. We hear a lot about children’s museums adding STEM (Science, Technology, Engineering, Math) to their educational offerings. Some museums also add an “A” for Art (STEAM). But what does STEM really mean in the context of a children’s museum, or in an early childhood area of a science center? What constitutes a “valid” STEM experience? And how can a museum set up appropriate learning goals for STEM experiences for early learners?
One useful framework for thinking about these questions starts with three broad aspects of STEM:
STEM in children’s museums encompasses a broad range of activities and when developing such activities, it increases the learning impact to include as many of these three elements as possible. Children’s museums often include STEM in much of what they do—sometimes without even knowing it. But museums can have the greatest impact when they help learners and/or their caregivers recognize how an activity specifically supports STEM learning.
Widely available STEM content offers many opportunities for introducing concepts through exhibits, programs, and activities. The content matter for Science, the “S” in STEM, spans from astronomy to zoology. Technology includes materials and objects that range from tiny devices to software to huge facilities, which can encompass building structures, water play, and working with model trains and traffic signals. Engineering includes concepts such as strength, flexibility, and balance, plus the design of things that people use. Math includes geometry, numbers, and patterns, among many other concepts. All of these STEM content areas can find a home among the exhibits, programs, and events of a children’s museum, and endless print and online resources provide ideas for creative staff who wish to include STEM in their offerings.
However, research on learning has shown that developing activities with the goal of simply teaching content, including STEM, can actually be counterproductive in the preschool years. There is little research showing that rote acquisition of STEM facts at an early age leads children to consider STEM careers or even to develop useful STEM skills later in life. Instead, we advocate using STEM content as a platform, or base, for meaningful learning about STEM skills and STEM habits of mind.
Skills, the second key element of STEM, utilize critical thinking and problem solving to make connections across multiple domains of children’s development. STEM skills have their basis in science process skills, such as observing, classifying, asking questions, predicting, experimenting, and modeling. Everyday tasks in a child’s life, such as solving a puzzle, learning to get dressed, or testing out the properties of primary colors, can reinforce STEM skills. Each discipline involves further skills such as identifying categories in science, ushiing tools in technology, repurposing materials in engineering, or measuring in math, which build on proficiency and mastery across STEM practices. These competencies can be learned and practiced from an early age, and activities based on children’s natural curiosity form an ideal way to build STEM skills.
In science, for example, process skills include asking a question (e.g. “Are all of my fingerprints the same?”), creating a hypothesis, designing an experiment to test it, analyzing the results, and communicating the findings effectively to others. Young scientists are often curious about concrete things, like their own body or the food they eat, from their worldview. Taking this curiosity a step further and asking children to share their reasoning for a hypothesis or observation promotes more advanced science thinking.
Technology is generally seen as the process of making things, or using tools, materials, and skills to improve something or create novel solutions or products. Building with blocks is a time-tested introduction to technology skill building. Through exhibits, programs, and events, children’s museums have many other opportunities for young visitors to learn about the process of building by using simple tools and materials.
Engineering, the third element of STEM, is a process for designing solutions to problems that involves meeting a goal while working within constraints. The photo on the cover of this issue shows students engaged with the problem: “How can we design a model windmill that will lift a cupful of pennies on a string (the goal), using the materials and equipment provided (the constraints)?” Iteration, controlling variables, and persisting through failure are key elements in early engineering experiences. It is important to break down the engineering design cycle into smaller parts (build and test) or to simplify materials (paper strips, straws, and paperclips), so young children can focus on using familiar materials in new ways. This removes extraneous information and allows the engineering thought processes to come through.
Mathematics, the fourth element of STEM, is vast and influences the other three at almost every step. Math skills include the ability to count, measure, estimate, and solve problems, as well as perform other activities such as sorting a series of 3D objects by color, shape, or size, identifying patterns, or making inferences based on statistical reasoning. While these seem like complex activities, children do them every day. Children’s museums can help visitors improve their motivation and skills by providing engaging, challenging activities based on math.
While each area of STEM has a set of process skills, in reality, these skill sets overlap and reinforce each other. For example, being able to count and measure (math) is key for collecting data needed to test a hypothesis (science) or assessing whether a constructed model (technology) adequately solves a problem (engineering).
Perhaps the most important part of STEM for museum visitors is the set of habits of mind that lead children to engage with STEM in the first place, or make use of STEM later in a career or daily life. STEM habits of mind are ways of thinking that become so integrated into a student’s learning that they become mental habits. Key habits of mind associated with STEM include traits such as curiosity, creativity, collaboration, communication, confidence, critical thinking, and leadership, along with other traits such as open-mindedness, skepticism, and persistence.
Most of these traits could apply equally well to non-STEM fields, such as drama, sports, or music. So how does a children’s museum offer a program in creativity and convince parents and other stakeholders that they are supporting STEM learning?
STEM surrounds us, but the key element that distinguishes STEM in a children’s museum is intentionality. When museum staff and volunteers make connections to the STEM in a mirror, a pile of stones, a child’s scooter, or a texture wall, they transform these items into STEM exhibits. For example, a museum educator reading the “Three Little Pigs” to a child parent group can easily turn the story experience into a STEM learning experience by asking children about the strength of various materials used to build the three houses (which of course has a big effect on whether the house will “blow down”). They can ask children about wind, the ways that they have experienced it or whether they have ever seen a tree blown over after a storm. By taking a STEM habits-of-mind approach, the educator could also discuss how experiments, teamwork, and communication could have affected the outcome of the story.
Another important way that museums can foster STEM learning is to encourage caregivers to take activities, games, concepts, and STEM habits of mind home from a museum visit. When adults engage their children in simple STEM activities (“What do you think made that burrow in our lawn?”) or daily activities (“Let’s bake some cookies together, and you can measure out two cups of flour.”), they are building STEM literacy through content, skills, and habits of mind. Celebrating moments like these during their museum visit or modeling how child-directed inquiry and play can lead to STEM learning can empower caregivers to build STEM literacy with their young learners.
Take a look at your exhibits with STEM glasses on. Observe how children and caregivers use the exhibits and materials. In what ways can you highlight STEM learning that is already happening? How can you make small (or big!) changes to enhance STEM learning? Dramatic play areas are rich with opportunities for STEM learning, as children are already engaging in narratives that help them make sense of the world and develop self-regulation, collaboration, and perspective taking—important skills for the STEM field and beyond. Play areas such as grocery stores encourage math skills (order of operations, balancing equations, dividing resources). Veterinary clinic or farm exhibits can open conversations about animal behavior and traits, and medical clinic exhibits can prompt questions about the human body.
Light, magnetism, and air are examples of physical science content often found in children’s museums that can be explored through cause and effect. Understanding causal relationships leads to experimentation, creative use of materials, finding solutions, or making models.
Art studios and makerspaces provide interesting mediums for using STEM concepts and skills. Approaching art and STEM simultaneously, rather than as separate entities, creates additional entry points for learning. Capillary action is a great example of science content that can be authentically explored through art using primary colored markers, coffee filters, and water: a true STEAM activity.
Importantly, it is not necessary to be a scientist or engineer to develop good STEM programming at a children’s museum! It is far more important to be comfortable with the processes of STEM and confident in helping children and adults explore together. Exhibits and programming can be very simple: open-ended activities that promote trial-and-error experimentation work well in almost any setting. The best exhibits often have no right answer. Designing activities where children and adults can freely try alternatives and discuss the outcomes generates authentic co-learning moments.
There are still many barriers to STEM learning for young children, whether it’s a lack of science identity among adult caregivers, persisting social biases (across gender, socioeconomic status, or race), or an increase in screen time leading to a decrease in outdoor play. Many community members have limited access to high quality STEM programming, which is why it is critical to embrace the work children’s museums already do to advance STEM and be thoughtful in how to make these experiences inclusive and accessible to all. Children’s museums already play an important role as conveners in their STEM communities. They can also serve as resources for adults and children within networks of early learning organizations (preschools, libraries, Boys & Girls clubs, etc.). In doing, our field can pave the path for embracing STEM as a process and as a way of learning about the world.
Charlie Trautmann, formerly a children’s science center director and ACM board member, is a visiting scholar at Cornell University’s Department of Human Development. Janna Doherty is program manager of early childhood programs at the Museum of Science, Boston.
To read other articles in the “STEM” issue of Hand to Hand, subscribe today. ACM members also receive both digital and printed complimentary copies of Hand to Hand. ACM members can access their copies through the Digital Resource Library. Contact Membership@ChildrensMuseums.org to gain access if needed.
This post first appeared on Kidspace Children’s Museum’s blog on March 19, 2019.
By Michael Shanklin
Museums Advocacy Day 2019 took place February 25-26 in Washington, DC. A new Congress convened facing an enormous list of timely policy debates, including support for museums.
In the museum field, we must keep making our case. Beyond federal funding, museums are significantly impacted by tax reform, education policy, infrastructure legislation, and more. Legislators do not know how museums are impacted if they don’t hear directly from us—the museums and people they represent.
Kidspace CEO Michael Shanklin, along with many of our colleagues from AAM (American Alliance of Museums) and CAM (California Association of Museums), set out for Washington DC to advocate for our museums! He met with the offices of House Speaker Nancy Pelosi, Senator Dianne Feinstein, and six Members of Congress. We spoke with Michael after his trip to find out what this event means to him for the greater good of all museums across the country.
“As someone who has been to Washington, DC, a number of times on business and personal travel, I had never taken part in efforts to advocate on behalf of museums, zoos, and aquaria. After receiving excellent training from the American Alliance of Museums, 300+ advocates met with their elected officials where our individual and collective voices were heard. Congressional staff members were so excited to meet with us, receive our appreciation for their hard work, and hear our requests to support our field. It was exciting to take part in our national political system. While we all know we are not perfect, we still have an amazing process and it was meaningful to be a part of that process.
“There were a number of highlights that I experienced while taking part in the American Alliance of Museums’ Advocacy Day. The first was the California delegation met with Senator Dianne Feinstein’s legislative aide who was bright and enthusiastic. He expressed gratitude for our collective efforts to visit with their office and share our support for museums. He also asked us to keep his office updated on California legislation that impacts museums as the Senator often looks to the California State Legislature for positive bills that she might introduce at the federal level.
“Another exciting moment was when we went into the Capitol building to meet with Speaker Nancy Pelosi’s team. It was a very busy day on Capitol Hill and we did not have much time with her team, but they were clearly supportive of our efforts to advocate on behalf of museums across the nation. They shared that there was wonderful bipartisan support for museums.
“One final highlight was as I met with the eight California Congressional offices on my list, which involved eight miles of walking to and from offices, it was fun to see the pride of California represented in the various districts. I saw LA Dodgers logos, artwork from Californians, and local civic pride. It reminded me that our differences as United States citizens are what make us strong.” – Michael Shanklin, 2019
Are you inspired and wondering what you can do? Learn about advocating for museums here: YES, You Can Advocate!
Michael Shanklin is CEO of Kidspace Children’s Museum in Pasadena, California. Follow Kidspace Children’s Museum on Facebook, Twitter, and Instagram.
The following post appears in the January 2019 issue of Hand to Hand, ACM’s quarterly journal.
By Ruth G. Shelly
Museums that run preschools or elementary schools often have more than just physical walls separating these operations. Museums and schools have vastly different schedules, revenue streams, licensing requirements, and staffing issues. Often the school is seen as a “program of” the umbrella museum operation. But what if the organization’s learning approach were the umbrella—and the museum, school, and professional development initiatives were all considered laboratories for developing and disseminating that learning approach? Portland Children’s Museum is moving in that direction.
For children’s museums considering a preschool and/or elementary school, here are some of our lessons learned.
Portland Children’s Museum was founded in 1946 as a program of Portland Parks and Recreation. Its first home was an 1861 mansion, followed by a 1918 nurses’ dormitory, which the museum quickly outgrew. In 2001, Rotary Club of Portland raised $10 million to move the museum to the former home of Oregon Museum of Science and Industry, a mid-century brick building left empty when OMSI relocated to a much larger facility.
Although the old science center was far from glamorous, the children’s museum felt it had landed in paradise—with far more room, generous parking, and the verdant surroundings of Washington Park. The museum separated from Portland Parks and became its own private nonprofit. Parks remained the museum’s landlord as owner of the building—offering a generous thirty-year lease for $10, baseline utilities, and modest capital repairs.
In the same period as the museum’s 2001 move, two other events converged: Oregon passed legislation allowing the formation of charter schools, and educator Judy Graves returned from a trip to the preschools of Reggio Emilia in Italy, determined to start her own school inspired by the Reggio approach. All she needed was space, of which the children’s museum suddenly had an abundance. Judy and museum director Verne Stanford collaborated to co-locate the children’s museum and new charter school, both based on playful learning. Opal School opened its doors to its first class of students in September 2001 as a museum program.
Thus Portland Children’s Museum and Opal School “fell into place” under the unexpected constellation of real estate, Oregon law, and an inspiring trip to Italy. This fortunate coincidence sparked the children’s museum/school relationship that has evolved, somewhat through trial and error, over the past seventeen years. We now run a tuition-based, private beginning school for thirty-seven preschoolers, and a public charter elementary school for eighty-eight students grades K-5. We have recently seen our inaugural students graduate from college.
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. Is the intent of a new school mission-driven, or is it the prospect of an additional revenue stream? If the latter, think carefully, because there may be bumps in the road ahead.
While on the surface, a children’s museum and preschool or elementary school seem like a natural fit, there are significant cultural and operational differences that can be mitigated with careful planning. Advance agreements can help alleviate tension later on. Consider:
The above list gives pause, and it should. However, the partnership of students learning in a museum environment, and contributing back to improve that environment, is a great return on investment.
At Portland Children’s Museum, students in Opal School have become active collaborators. We find no better place to engage children’s creativity and spread their ideas than in our museum exhibits. After all, the most effective children’s exhibits are informed by children themselves. Our exhibit designers work with classroom teachers so that concept exploration becomes a class project incorporated into the curriculum.
For example, in creating The Market, our students dreamed of illustrating the relationship between land and food. The result includes a grape arbor, apple tree, beehive, and chicken coop, which students drew out as a full-size floor plan in our exhibits staging area.
To develop our forthcoming water exhibit, Drip City, we collaborated with Opal School students as well as museum visitors, students at the nearby Native Montessori Preschool at the Faubion School Early Learning Center, and other diverse community members. Opal School students explored the concept of watershed, took a field trip to the source of Portland’s water, and diagrammed their understanding in drawings that will become part of the final exhibit.
While Opal students do not regularly visit the museum every school day, many of them stay after school to play. Each student’s family can sign up for a play pass, free with enrollment, that allows them to play after school with their caregiver as long as they want, and to come on weekends and holidays free.
Portland Children’s Museum and Opal School’s relationship began as convenient co-location, supported by a common commitment to learning through play. Over time, it has matured into a unified learning philosophy called Playful Inquiry, based on five principles:
We now consider the museum, Opal School, and our professional development offerings as laboratories for developing and disseminating this learning approach. We employ Playful Inquiry for informal learning with families in the museum, formal learning with students in the school, and professional learning with adult audiences through consultation, workshops, retreats, and symposiums. Topics offered to adult audiences include Equity and Access through Story, Supporting Social and Emotional Intelligence, and Constructing Collaborative and Courageous Learning Communities (For a complete list of offerings, see here.) In the process, literal and figurative walls are becoming more porous. In contrast to seeing ourselves as united under one physical roof, we see ourselves united in practicing and experimenting with the same learning approach, just in different settings with different audiences.
To be sure, it’s a work in progress. Even after seventeen years, or perhaps because of that long history, there are ongoing challenges to resolve. For example, as the organization grows and space becomes more precious, which program (museum, school, or professional development) takes priority? However, whether staff members work in the museum, the school, professional development, or core mission support, we remember we all use the same learning approach to work with each other. By nurturing empathy for different perspectives, seeking connections in our work, sharing stories of success and failure, remaining curious about potential solutions, and exploring playfully together, we employ our learning approach to blur the boundaries between museum and school, which are united in a singular mission:
To develop innovative problem-solvers through playful learning experiences that strengthen relationships between children and their world.
Ruth Shelly has served as the executive director of Portland Children’s Museum and its associated Opal School and Museum Center for Learning in Portland, Oregon, since 2013. Prior to this Shelly was the executive director of the Madison Children’s Museum in Wisconsin.
To read other articles in the “Museum Schools + Preschools” issue of Hand to Hand, subscribe today. ACM members also receive both digital and printed complimentary copies of Hand to Hand. ACM members can access their copies through the Online Member Resource Library–contact Membership@ChildrensMuseums.org to gain access.
By David Robinson
Exhibit and education coordinators and other children’s museum staff often face a challenging assignment: creating an exhibit or activity that captures the interest of young people and offers a positive learning experience.
The 14th annual Endangered Species Day on May 17, 2019 provides children’s museums with an opportunity to highlight their educational programs and overall mission while also recognizing this nationwide celebration.
First approved by the U.S. Senate in 2006, the purpose of Endangered Species Day is to expand awareness about endangered species and habitat conservation and to share success stories of species recovery. Every year, museums, schools, zoos, aquariums, botanic gardens, conservation groups, parks, wildlife refuges and other locations hold Endangered Species Day events throughout the country.
There are several ways that children’s museums can observe Endangered Species Day on May 17 or another convenient time in May:
Prepare an exhibit. You could modify an existing display or organize a new one. This can feature dioramas, animal replicas, photos and artwork of endangered species and local habitats, books and other material as part of a temporary exhibit. The Endangered Species Day website includes a variety of resources, including a series of infographics that you can easily adapt to meet space limitations and other requirements. Even those museums that already have a full schedule of exhibits and other programs should be able to add a day or weeklong activity.
Invite a speaker. You can also invite a local expert from the Audubon Society or other group to speak about the actions people can take to help protect endangered animals and plants.
Offer specific children’s activities. Popular examples include a reading hour, an art table, bat box building, and milkweed seed bomb making (for monarch butterfly gardens). You can also invite people to take an animal tracking quiz—you can find one for your state by contacting the Department of Fish & Game or Department of Natural Resources (like these examples from Maine and Minnesota).
Engage your visitors. Encourage children (and adults) to express themselves about endangered species, their favorite animals, and what people can do to help. They can add their comments to a poster board or table journal. This may be the first time that many young people have talked about endangered species. Of course, it’s essential to highlight the positive, so be sure to emphasize the success stories of species recovery and that individuals can and do make a difference in protecting imperiled species.
Expand promotion. In addition to regular museum member outreach, share details of your exhibit/activity on the Endangered Species Day event directory or send the details to me (drobinson@endangered.org).
The Endangered Species Day website (www.endangeredspeciesday.org) features a variety of resources, including event planning information; a reading list; a series of infographics about endangered species conservation, actions people can take, and the Endangered Species Act; and color/activity sheets, masks, bookmarks, stickers and other material. Many of these can be downloaded and printed for use at your activity.
David Robinson is Endangered Species Day Director at Endangered Species Coalition. Learn more at www.endangeredspeciesday.org.
Led by the Association of Children’s Museums and the University of Washington’s Museology Graduate Program, the Children’s Museum Research Network (CMRN) formed in 2015 with funding from the U.S. Institute of Museum and Library Services. For the past year, CMRN has contributed an article to each issue of Hand to Hand to disseminate their findings with the field. The following article was shared in the Summer/Fall 2017 issue, “History & Culture Summit.” Stay tuned to the blog for more articles from CMRN!
By Kari Ross Nelson and Alix Tonsgard
In the previous issue of Hand to Hand, Suzy Letourneau and Nicole Rivera described the Children’s Museum Research Network’s (CMRN) study of how children’s museums conceptualize play and its role in their missions. This study showed that while children’s museums strongly value play as important to their missions and as a mechanism for learning, few defined play or how it leads to learning in a formal way within their institutions. Sharing these findings at InterActivity 2017 in Pasadena, California, sparked discussion about defining play and how a definition might impact our work.
The purpose of this article is to explore the practical application of a clearly-stated and understood definition of play. To this end, we spoke with staff from two children’s museums that have their own definitions of play to see how this plays out on a day-to-day, practical level: Barbara Hahn, vice president of development at Minnesota Children’s Museum (MCM), and Jessica Neuwirth, exhibit developer at Providence Children’s Museum.
Both Minnesota Children’s Museum and Providence Children’s Museum built their definitions from studying the research on play. Importantly, each museums qualifies its definition of play with specific adjectives that distinguish it from other types of play, place it in a position of respect, and convey the importance of play as related to learning. Providence specifies “free play”; MCM calls it “powerful play.”
As Hahn says, “You can ‘play’ soccer or you can ‘play’ a video game—both are very achievement-oriented. Our term, ‘powerful play,’ refers to play that is captivating and fun, active and challenging, and self-directed and open-ended. In action, that means children are having a good time, showing interest, moving and thinking, and exploring freely—choosing what they want to do and how to do it. Crafting this definition was a necessary exercise to get clear on what we’re all about, what we’re proposing, and how it’s valuable to children.”
That clarity works on multiple levels for the museums, both internally and externally. Within the museums, the definitions of play provide filters and focus—criteria against which they can evaluate everything they do. Their definitions of play are front and center in the design of museum experiences. For example, Providence’s “free play” definition describes play as freely-chosen, personally-directed, intrinsically-motivated, and involving active engagement. Neuwirth compares program and exhibit design concepts against these standards throughout the exhibit or program development process. Can a child immediately figure out what an exhibit is about and jump into it without adult intervention and without signage? Is the play personally directed? Is the child actively engaged, or is an educator teaching something while the child sits and passively receives information? Realistically, not every component will meet every criterion for every child, but across the museum, they can all be experienced.
A well-articulated definition of play also helps communicate the institution’s deeply held values to new staff. “When we have interdepartmental meetings about developing new programs, new exhibits, or other integrated projects, the definition is central to talking about what these new initiatives will look like,” says Neuwirth. “This helps to get everyone on the same page.”
Neuwirth points out that with small budgets and limited resources, practitioners need to be able to direct themselves and their museum in the most effective way and use what they have well. “Our definition (of play) deploys our resources well, all in the name of a big idea.”
Because Providence’s definition of play centers the child as director of their own play, self-motivated and active as well, Neuwirth believes that “our exhibits are designed to have multiple entry-points, many ways to proceed with playing, and no set outcome. This allows all users to follow their own interests, work at levels that feel appropriate to them, and define their own outcomes. Our exhibits tend to be more process-oriented, and less about teaching specific content.”
Definitions of play further serve an important role in communicating outside the museums. Not everyone understands or shares the passion for the power of play. MCM describes what goes on in their museum as “Powerful Play.” According to Hahn, the use of the word “powerful” serves to “call attention to play and gives it the respect it deserves and doesn’t always get.” Not only is this an important distinction to communicate to funders and media, but also caregivers. By placing special emphasis on communicating their definition of play with parenting adults, MCM shares tools and language for thinking about the different types and values of play.
Both Hahn and Neuwirth see benefits to an institution-specific definition of play, without feeling that a definition limits what they do. “When we’re designing exhibits or programs, as museum staff, we want to be able to speak from one place,” says Neuwirth, “and that’s what this definition is about. We’re not telling people what they have to believe, we’re saying this is what we do here and what why we do it.”
A field-wide, shared definition of play may not be reasonable, considering the variety of community-specific children’s museums responding to different audiences and needs. Some worry that a definition of play could stifle creativity, which is contrary to the essence of play. In some circles, the word “play” itself implies the trivial, unimportant, or superficial, and is avoided. Nevertheless, the two museums mentioned here demonstrate that having a clear definition of play, on an institutional level, can strengthen a museum’s work and facilitate communication around play to stakeholders. In turn, as more children’s museums establish clear definitions, their work can contribute to the broader, field-wide understanding of play as it relates to learning in all children’s museums.
| DuPage Digs Deeper An agreed-upon definition of play may also carry an impact beyond the field of children’s museums. Two studies completed by CMRN inspired the development of a study at DuPage Children’s Museum called Parental Perceptions of Play and Learning. Focus groups and surveys were used to gain an understanding of parents’ beliefs about play and learning. Of particular interest in this process were the focus group discussions about the tensions and pressures experienced by both adults and children as a result of academic and social stressors—a tension widely experienced by early childhood educators as well. In the current climate of our education system, the association of the word play with “fun” seems to devalue its power to support learning and development. With work underway on behalf of CMRN as well as within institutions such as Providence Children’s Museum, Minnesota Children’s Museum, and DuPage Children, which are conducting research and positioning themselves as champions for play, there may be potential to stimulate a broader level of conversation and action, both within the children’s museum field and beyond. |
Kari Ross Nelson is research and evaluation associate at Thanksgiving Point Institute. Alix Tonsgard is early learning specialist at DuPage Children’s Museum.
By Jenni Martin
These days, it seems the national conversation is about how we need to have more honest and truthful conversations that acknowledge our different perspectives, honor our various experiences, and build bridges for understanding and healing, so that we can find common ground.
Children’s Discovery Museum of San Jose’s initiatives titled Breaking Ground and Common Ground are designed to do just that.
More than 120 languages are spoken in Silicon Valley where immigrants from hundreds of countries work, live, and raise their children together. While our audience development efforts have been wildly successful, resulting in an audience that mirrors the valley’s diversity—we wanted to go deeper. In 2013, we launched Breaking Ground with a grant from the Institute of Museum and Library Services, to work with our area’s five largest immigrant communities—Chinese, Filipino, Indian, Mexican, and Vietnamese.
Knowing that cooking and the sharing of meals is such a ubiquitous experience infused with cultural traditions, we decided to ground our outreach with a series of dinners. Community partners helped us identify families to invite. With a goal of sparking conversation among families through the connections of cultural identity, food, and immigrant experiences, we were off and running.
Ancient Tradition of Gathering
During gatherings at the museum, held monthly for three months in a row, we convened at long tables to share a meal and talk. Each dinner featured the tomato, prepared in five different ways to represent the cultural cuisines of each immigrant group. Following dinner, the children played in the museum while adults gathered for the facilitated part of the evening.
Jumpstarting a Conversation
How do you facilitate conversation among people who don’t know each other, may not speak the same language, and may not be comfortable in a museum setting?
We did what museums do best—we started with objects.
We chose familiar cooking objects to evoke positive feelings and create a safe environment for sharing. Beautifully colored ceramic bowls, pitchers, placemats, spatulas, grinding tools, baskets and many other items were laid across the tables. Participants were invited to find an object that reminded them of their childhood home. Our guests talked about how they used the objects in their kitchens, what they missed about their homeland, and how they hoped their children were learning important traditions. They noticed similarities and differences between their own kitchens and discovered objects from other places.
As the facilitated conversation continued, people began sharing more intimate details. They expressed how they missed their homelands, where neighbors would watch out for their children. They laughed together when they discovered their common surprise at the large portions served in U.S. restaurants. And they lamented the difficulties of getting certain fruits and vegetables common from their own childhoods.
At the end of the dinners, a common theme had emerged—the shared hopes and dreams each parent has for their children in this new place they call home.
We Learned a Lot
Many of the participants and staff were inspired to continue the dialogue. One parent reported that after the dinners she talked for the first time with her neighbor, also an immigrant. Participants from one language group wanted to learn from others about how to navigate the U.S. school system. Some folks joined staff in co-creating a semi-permanent exhibition at the museum, The World Market, featuring kitchen tools (made safe and accessible for children) and videos representing the five cultural groups.
We Were Inspired
Breaking Ground allowed us to go deeper in understanding our audience. Next, we wanted to go broader. With additional funding from the Institute of Museum and Library Services, we launched Common Ground in 2016. This initiative replicated the Breaking Ground dinners with the goal of co-creating a traveling exhibition for our local area to reach both recent immigrants and those whose families immigrated to the U.S. long ago.
Following the three dinners, a community poetry workshop helped surface this exhibition theme: We are each shaped by unique experiences and circumstances and we each dream of a positive future for our children. As participants wrote their poems, using the prompts “I am…,” “I am from…,” and “I dream…,” a beautiful collective poem emerged that represented many images of place, experience, and dreams.
A Seat at the Table Traveling Exhibit
Continuing with the successful theme of cooking and food, kitchen items and scented playdough seemed like the perfect interactive for the exhibition. Titled A Seat at the Table, the pop-up arts space was activated at numerous community festivals and events throughout the summer and fall, inviting children and adults to get creative using molds and playdough and cooking utensils from different parts of the world. Lots of kneading, rolling, shaping and pressing occurred while people talked about the tools, their homeland, and the similarities and differences of what they were creating.
Did This Project Spark an Important Conversation?
We think so. While parents and children talked about kitchen tools and the smells of different spices, they also remembered and honored our cultural traditions and discovered new ones. The conversations reinforced the notion that while all of our paths and journeys are different—we all have hopes and dreams for our children.
Perhaps the idea that everyone should get a seat at the table and the opportunity to dream can help us delight in our differences and find our common ground.
Jenni Martin has served as Director of Education and Strategic Initiatives at Children’s Discovery Museum of San Jose for 21 years. Ms. Martin has had a career long focused on community engagement and stewarding the Museum’s audience engagement initiatives with different cultural communities. Ms. Martin is currently the Project Director for CCLI (Cultural Competence Learning Institute), a collaborative national partnership focused on helping museum leaders catalyze diversity and inclusion efforts in their institutions. Follow Children’s Museum of San Jose on Twitter and Facebook.
By Elissa K Miller, M.Ed.
For many families, the decision to purchase a museum membership is based on a value calculation: are the benefits of membership greater than the cost? To increase the perceived value of memberships, many children’s museums are exploring options beyond the standard “free admission and discounts” to create new member incentives that are valuable to families and fun for kids with minimal loss of potential revenue.
The entrance is, of course, the beginning of a visitor’s journey through the museum. Some museums are fortunate to have entrances designed for excellent visitor flow with seamless transition from purchasing tickets to entering the exhibit area. Others, however, may be constrained by size, design and/or budget and find that lines for ticketing and admissions are too long at peak times. Unfortunately, slow-moving lines may sorely test the patience of children (and their parents). Members may be especially frustrated if they’re waiting in the same line as nonmembers purchasing tickets.
For these reasons, providing a members-only entrance can be a valuable perk during peak times. If your floor and staffing plans don’t already offer rapid entry for members, you can provide the service during busy periods with an ad hoc member check-in station. Some membership management systems provide scanners or mobile apps that allow staff to scan and validate membership cards on smartphones and tablets. Because the scanners or apps are integrated with the membership database, member visits are recorded and available for reporting and analytics.
Creating ad hoc or pop-up members entrances during peak hours is a valuable service for members that can improve the visitor experience for nonmembers as well. Because members are no longer waiting in combined ticketing and admission lines, the overall line length is reduced and nonmembers can also enter the exhibit areas faster. (Plus, seeing members skip long ticketing and entry lines may motivate nonmembers to join so they can also breeze past the lines.)
Another common way to make members feel special is to provide members-only hours, typically before the museum opens to the general public. Children and families appreciate the luxury of less-crowded play in their favorite areas with fewer interruptions. Some museums offer members-only hours both before and after public hours, while others choose to open the museum for a full three-hour block in the evenings when they’re usually closed. (No matter how many times a child has visited, everything can seem more exciting to children at night.) If you schedule members-only hours with the soft launch of a new attraction, members and children will feel like VIPs and you can gather important observational data about how children explore and interact with the new exhibit or play area.
Another attractive perk that generates revenue is offering an evening members-only event just for kids (think pajama parties and movie nights) so parents can have a night out. These are especially popular during the holiday season. Like summer camps and other “parent drop-off” events, a set of permission, liability, medical and contact forms will be required. Some organizations charge a small fee for kids-only nighttime programs to cover the costs of after-hours staffing, operations, and program supplies.
If your museum’s camps and classes are usually filled to capacity with lengthy wait lists, giving members the opportunity to register first can be an even bigger incentive than a member discount! Especially if your membership management system is integrated with your camp and class registration software, you can open registration early to families with memberships so they can make sure their children are in the programs they want. (Some museums rely on the honor code, because their registration software can’t check whether the membership is valid. This places the burden on administrative staff to ensure no one is accidentally or intentionally taking advantage of the program.)
Priority member registration can also be a helpful recruiting tool. If your membership software allows visitors to purchase or renew a membership and receive immediate benefits registration, you may find a spike in memberships correlated with early registration for your most popular programs.
Another valuable membership perk is reserved members-only spots in camps and classes. If your registration software lets you set different capacities for different registrant types, members may find that they can still sign up their kids for programs even after registration is closed to nonmembers. Once again, this benefit can also inspire families to purchase memberships.
Only allowing members to book birthday parties may not be the right choice for many museums, but a list of potential incentives wouldn’t be complete without it. If your museum is overwhelmed with more birthday party requests than available dates and times, requiring a membership to book a party can help reduce requests to a more manageable number. Or, you can choose to make certain premium party areas or options available only for members while still providing enjoyable options for nonmember parties.
These are just a few common examples of general low-cost and no-cost benefits to recruit, reward and retain members. Only your museum can design incentives that work best for your museum —supporting your mission and delivering meaningful opportunities for the unique communities you serve.
Elissa K Miller, M.Ed. is Communications Director at Doubleknot, which offers online, POS and mobile solutions for museums’ visitor-facing business operations. She’s passionate about using technology to promote creativity, increase engagement and empower educators.
The following post appears in the latest issue of Hand to Hand, ACM’s quarterly journal.
By Bezos Family Foundation
In today’s time-strapped world full of countless obligations and distractions, parents have their hands full. On any given day, they have to make breakfast, dress their kids, prepare lunch, get them to school or childcare, pick them up again, shop for groceries, cook dinner, bathe them, prepare for bedtime, clean the dishes, and do the laundry—and that’s often just the tip of the iceberg. In addition to attending to these basic needs, parents are exposed to a steady stream of prescriptive, sometimes scary, sometimes conflicting instructions on how to raise their children. They are bombarded with well-meaning, but often beleaguering, advice like, “You must do this or that or your child won’t do well in school, won’t get a good job, or won’t have the skills needed to succeed.” It’s no wonder that parents feel overwhelmed.
And yet, the science around early childhood development is clear. During your child’s earliest years, their brain makes one million neural connections every single second. These first three to five years especially are an opportunity to develop a child’s neurological framework for lifelong learning. Given their hectic daily schedules, are parents supposed to make extra time for “brain-building”?
Vroom, an early learning and brain development initiative, starts from a very simple principle: Parents already have what it takes to be brain-builders. They don’t need extra time, special toys or books to play a proactive role in their child’s early brain development.
About Vroom
Vroom was developed through years of consulting with early learning and brain development experts, parents, and caregivers. Science tells us that children’s first three to five years are crucial to developing a foundation for future learning. Even when babies cannot speak, they are looking, listening, and forming important neural connections. In fact, when we interact with children in this time period, a million neurons fire at once as they observe and listen to their environment.
Vroom’s early goal was to determine how to best support early learning and development by fostering the types of parent/child interactions that help build brain architecture and help ensure that children will have strong and resilient brains. Vroom applies the science, translating complex early learning and development research findings into free tools, tips, and activities that are simple enough to fit into daily routines and are right at parents’ fingertips.
The simple activity of washing hands in the bathroom is enhanced by a Vroom tip posted on the wall to the right of the sink.
For example, a Vroom tip can turn laundry time into what we term a “brain-building moment” by suggesting that a child help sort clothes by size or color. The scientific background behind this tip is based on research that shows categorizing by letter or number develops a child’s flexible thinking, memory, focus, and self-control—all skills that develop a solid foundation for lifelong learning. So, by connecting a simple task to a fun activity with a child, the child can learn and develop their understanding of the world.
Vroom tips are available to parents and caregivers across many different channels: on the Vroom website, the Vroom app, the Vroom texting program, and in print materials. Vroom creates age-appropriate tips, so a two-year- old and a five-year-old won’t get the same tips. Tips are written in clear, accessible language that celebrates the work parents are already doing to support their children’s growing brains. The tips are also available to parents in both English and Spanish.
Additionally, Vroom’s partnerships with brands such as Baby Box, Goya, Univision, and now the Association of Children’s Museums (ACM), reflect the desire to meet parents where they are. Rather than expecting parents and children to make space for something extra in their already busy lives, Vroom identifies ordinary moments like mealtime or bath time, or visits to places like museums or libraries, as opportunities to engage in valuable, shared brain-building activities.
Vroom’s Partnership with the Association of Children’s Museums
Vroom’s mission to highlight the brain-building opportunities in everyday moments inspired a pilot program in 2015 between Vroom and the Children’s Museum of Denver at Marsico Campus. “The Children’s Museum and Vroom came together in 2015 and brainstormed the best way to translate the hard-hitting science of Vroom into a physical space; and in this case, an institution dedicated to creating platforms for discovery between parents and children,” said Sarah Brenkert, senior director of education and evaluation at the museum. “We wanted to design a concept that would be simple, yet vibrant and coherent, and one that other institutions could mirror.”
Together, Vroom and the Children’s Museum of Denver reimagined the role institutional spaces can play in supporting families and enhancing the moments they spend together. The goal was to transform underutilized amenities and spaces within the museum, places like bathrooms, water fountains, stairs, lockers, cafés, and hallways, into fun opportunities for brain building. This initial pilot program with Vroom and the Children’s Museum of Denver provided many valuable insights. The lessons from the pilot helped refine the strategy as well as the specific Vroom tips so the tips could be seamlessly integrated into diverse yet universal physical spaces and environments.
“Our partnership with Vroom continues to inform many of the communication decisions we make and the events we create,” Brenkert added. “These all carry the message to parents that they already have what it takes to turn every moment—whether in a museum, at the grocery store, or in the car—into an opportunity to nurture young children’s minds.”
The success of the pilot set the stage for a new partnership with Association of Children’s Museums to apply the lessons learned from the pilot into a set of tools that can easily be deployed and integrated by any children’s museum. Vroom worked with ACM to develop a complete set of easily produced, low-cost resources, including decals and professional training materials tailor-made for children’s museums.
“We know that parents and caregivers can greatly benefit from proactive support to help them understand their children’s development,” said Laura Huerta Migus, executive director of ACM. “Vroom’s resources offer accessible, fun ways to support early childhood development, reflecting children’s museums’ innovative approach to learning. We’re so excited to share Vroom’s resources with the millions of children and families that visit children’s museums every year.” ACM’s role as a thought partner and a conduit for this work has been critical in helping bring Vroom’s vision into focus as well as to scale. Acting as an intermediary for Vroom, ACM will help bring these innovative tools to any interested member museum, no matter their location, size, or budget.
The Future of Vroom
Through valuable partnerships, like this one with ACM, Vroom offers unique opportunities to advance early childhood outcomes by delivering actionable, brain-building messages in ways that easily integrate into parents or caregivers’ busy lives. The partnership will serve as an additional step forward in supporting the Association of Children’s Museums’ vision of fostering a world that honors all children and respects the diverse ways in which they learn and develop. Over time, and with the help of partners like ACM and their member museums, Vroom aims to catalyze the adoption of a common language around brain development—across geographic boundaries and socio-economic divides—so that every parent sees themselves as someone who already has what it takes to be a brain-builder.
The Bezos Family Foundation supports rigorous, inspired learning environments for young people, from birth through high school, to put their education into action. Through investments in research, public awareness and programs, the foundation works to elevate the field of education and improve life outcomes for all children.
To read other articles in the “Brain Research and Children’s Museums” issue of Hand to Hand, subscribe today. ACM members also receive both digital and printed complimentary copies of Hand to Hand. ACM members can access their copies through the Digital Resource Library–-contact Membership@ChildrensMuseums.org to gain access if needed.
ACM members interested in participating in Vroom can apply here.
By David Mimeles
You’ve already got an amazing program in place. Your community shows up in force to learn and have fun. Even better, parents and children alike love to attend your programming!
As a professional, though, you know that no matter how successful your program is, it’s useful to periodically take a step back and look for places where your program can improve performance.
In this blog post, we’ll address these common pain points for children’s museum programming teams:
For each of these questions, we’ll provide some administrative tips to consider. Read on and ensure that your innovative and popular programs run even more smoothly!
Though there’s not exactly a downside to putting on popular programming, popularity often leads to issues with capacity.
Even outdoor programs without enforced fire codes have to consider the logistics of too many people — especially children — trying to participate at the same time.
If your free programs are so popular that they’re consistently over capacity, you’ll need to revisit your ticketing policies.
There are two conventional solutions for the capacity problem:
Instead of choosing between these two undesirable options, try a third. Require visitors to register online or stop by the museum to reserve their free ticket in advance. Then, ask them to check in a certain amount of time before the program or forfeit their seat for day-of arrivals.
With this solution, you can keep the cost of your popular programming free while also limiting capacity. A first-come, first-serve system is fair, and a system that allows for last-minute flexibility will ensure that all seats are filled even if someone who reserved a ticket doesn’t show up.
Coordinating this kind of ticketing solution is possible without specialized software, but the right museum software solution will take the administrative burden off your team. Let the software do the routine work, and leave your team free for the more important or creative aspects of your programming.
Membership programs and museum programming have a truly reciprocal relationship. Amazing programs can incentivize participants to join your membership program, and members will turn out in force for great programs.
To grow both your membership program and museum programming at the same time, take advantage of opportunities to integrate the two.
The most effective integration techniques center around exclusive member benefits, a cornerstone of a strong member engagement strategy as well as a great program marketing opportunity.
Consider offering the following low- or no-cost benefits to members who participate in your programs:
You can also host member-only programs or member-only hours for your longer programs!
These members-only program benefits can increase member participation in programming as well as program participant enrollment in your membership program.
Members are more likely to attend events that offer them special benefits, and participant who experience those benefits firsthand are more likely to join the membership program than casual museum visitors. It’s a win-win situation!
You know how important it is to keep admission lines short and fast, especially when a majority of your visitors are families with small children.
For everyday admissions, the best way to keep lines moving is to use mobile ticket scanning devices for linebusting.
On your busiest days, you can also use mobile devices to set up ad hoc ticketing or membership sales. Just make sure you’re able to scan mobile tickets and mobile membership cards so visitors can use their ticket or member benefits right away after they purchase them.
Of course, to take full advantage of mobile linebusting across your museum, you’ll need a mobile system that can integrate with your reservations records and event management software.
When it comes to group reservations, such as field trips and birthday parties, you need a ticketing solution that can compress admission for an entire group into one barcode or QR code.
The last thing you want to do is scan individual tickets for every student on a school bus. Your visitors don’t want to wait around either — they want to head straight to the exhibits or the party room. When you can scan one ticket for the entire group, everyone can get right to their field trip or party experience.
You should look for a solution that’s also flexible enough to invoice for the number of visitors who actually arrive for the program if it’s a different number than the initial reservation.
When you integrate these ticketing and check-in strategies, you’re sure to get those lines moving quickly!
Speaking of group reservations, many museums use an online reservation process that’s nothing more than a form to fill out with their contact information and dates they want to reserve for the program they want.
This system can quickly turn inefficient on the administrative side. Your team will end up having to call a parent or teacher to tell them that they can’t come because the time slot they requested was already reserved.
The solution is to invest in an online reservations calendar that can accept reservations 24/7 and automatically block out slots that have been claimed. Even if your staff has to manually approve the request later, at least your visitors know that the time they’re signing up for is available.
Make sure your online calendar can also:
That last feature is particularly important for your museum to consider. If you offer priority registration for your members, you don’t force them to call your office for you to manually override your reservations calendar every time they want to redeem that benefit.
Instead, make sure you implement a reservations calendar that makes member benefits so seamless that your members won’t think twice about returning when the time comes to send out membership renewal letters.
The best museum programs have sustainability and flexibility built into them. Just because a program works well once doesn’t mean it will be as successful the next month, season, or year. Continuous improvement is a hallmark of successful and sustainable museum programming.
Incorporate sustainability and continuous improvement into your programming by soliciting a wide range of feedback. Continuous innovation supported by decisions based on real feedback make great museum programming sustainable.
You’ll get the best feedback on your program surveys if you consider:
You don’t have to send the same survey to every participant. You might find it more useful to send short surveys to most of your program participants and staff and offer more comprehensive surveys to a smaller segment.
Longer surveys can be sent to people who are most likely to spend time on them, such as members, frequent program participants, donors and other constituents who are more deeply involved with your museum.
Survey feedback helps ensure that your museum programs are sustainable by keeping them relevant. Your programs can also be used to promote overall sustainability by increasing participation and building stronger bonds with your members and visitors. For example, you can consider:
No matter how popular your programs are, they’re not guaranteed to be popular forever. Emphasizing sustainability can help ensure your long-term success!
As you continue creating incredible programs at your museum, these strategies can help ease your administrative burden and ensure that your program deliver the best experience for your participants.
And if you’re looking for a museum software solution to help make these strategies possible, head over to Double the Donation’s reviews of top museum software to get you started down the right path.
David Mimeles is vice president of sales and marketing at Doubleknot, an integrated online, on-site, and mobile solutions provider for nonprofits. Check out Doubleknot’s ultimate guide to museum software.
by Isabel Diez
How do you design a museum that seeks to sustain peace in a city once described as the most dangerous place in the world? When Sietecolores was entrusted such a task, the only answer we found was to involve the community throughout the entire development process—and beyond.
From 2008 to 2012, Ciudad Juárez was considered the most dangerous place, not only in Mexico, but the world. This home to 1.3 million people was consumed with violence and crime, resulting in a huge social crisis that rapidly hit rock bottom. When local leaders came together to create an action plan for rescuing the city, a museum quickly became part of the conversation.
The idea of creating a permanent interactive learning space had been in the mind of locals since 2004, when the city of Chihuahua, near Juárez, hosted Papalote Móvil, a traveling museum created by Papalote Museo del Niño, with huge success. In 2009, a group of business leaders approached Sietecolores—our team of museum developers, initially created within Papalote—to design a space where children and their families could learn and heal. Because the museum would be key for sustaining peace in the soon-to-be transformed city, placing the project in the scope of peace education, which seeks nonviolent resolution of conflict and the transformation of social structures that perpetuate any type of injustice, was important.
Despite the evident complexities of the situation, Sietecolores was up for the titanic challenge. Where to begin, though? We knew that peace cannot be externally enforced—at least not if we wanted long-lasting results—but can only be achieved from within. With this in mind, we were guided by the idea of participatory museums. Nina Simon, author of The Participatory Museum, defines these institutions as places “where visitors can create, share, and connect with each other around content.” Visitors actively construct meaning, curate content, share ideas, and discuss issues. In consequence, our team introduced strategies for including Juárez’s citizens in the design process, such as holding interviews and focus groups, visiting indigenous communities, and inviting local artists, from potters and weavers to comic-book creators, to participate in specific projects.
In 2013, Rodadora Espacio Interactivo opened with the motto: “Celebra la vida” (“Celebrate life”). Its key role in the peacebuilding efforts of Juárez has been undeniable, proven by its sustained growth and success throughout its four years in operation. So, what exactly makes a peacebuilding, participatory museum tick? Sietecolores has identified three fundamentals to the culture and work of Rodadora:
Putting the community at the center means listening to diverse perspectives, intentionally seeking participation of all groups, and giving voice to those who have been excluded—something essential for battling structural violence. But, when fear has taken over people for a long period of time, many important topics remain unspoken or become taboo. Museums can find creative mechanisms for visitors to feel safe enough to end that silence.
The alebrije sculpture at Rodadora
At Rodadora, one such strategy is the popular “nightmare-eating monster,” a giant alebrije—that is, a colorful Mexican folk art sculpture of an imaginary creature. Children and caregivers write down their worst nightmares, which disappear by “feeding” them to the monster. Sietecolores adapted this idea from Papalote, but Rodadora has taken it to a whole new level: it not only serves as a mechanism for visitors to externalize their fears, but also as a way for the museum to identify their needs. Education Director Mónica Félix explains how, throughout the years, it is clear how children’s fears have changed: four years ago, common nightmares included violence, death, or kidnapping, now children write about the dark or scary cartoon characters. The reality is different for adults, who will need more time to heal their scars. But visitors’ answers are a constant source of inspiration for new programs and initiatives. For example, Rodadora decided to produce a play for adults every November addressing the theme of death.
Norwegian sociologist Johan Galtung suggests that igniting dialogue is the bedrock of all nonviolent conflict resolution. This became a priority and a guiding design principle when we realized the community needed new ways to communicate. But how do you get visitors to share and discuss ideas when they are not accustomed to doing so? Begin with the simplest and subtlest of initiatives.
Sietecolores helped Rodadora start a program called Libro Viajero (Traveling Book). The museum “abandoned” copies of a book throughout the space for people to find and start reading. When staff discovered a copy with an underlined passage and comments on the margins, they decided to leave writing tools along with the books. This became a powerful way for visitors to start dialogue with each other, the museum, and the authors.
If we understand peace as the presence of justice, it’s not only a goal, but also an ongoing process and effort. Rodadora is always finding ways for visitors to get actively involved in the same spirit that originated the museum.
For instance, Sietecolores invited a local collective of urban artists to paint a mural for the museum before opening day. Rodadora also recently created a space called “Urban Art Garden,” which contains three more murals painted by local artists in collaboration with the Juárez community. The museum has also planned workshops and programs in the garden throughout the rest of the year.
Museums can become catalysts of social transformation—as Sietecolores has seen again and again in the more than a dozen learning spaces we have designed over the years. By taking a community-centered, dialogue-based, and action-focused approach, we created a participatory museum that continues to instill Juárez citizens with a sense of possibility, a desire for change, a promise of hope. After all, as writer Vaclav Havel said, “it is hope, above all, that gives us strength to live and to continually try new things, even in conditions that seem hopeless.”
Isabel Diez is a researcher at Sietecolores Ideas Interactivas, a museum and exhibit design firm based in Mexico City. She holds a Bachelor’s Degree in Pedagogy by Universidad Panamericana and a Master’s in Education (Arts in Education Program) by Harvard University. isabel.diez@sietecolores.mx / www.sietecolores.mx/en/
The following post is condensed from an interview appearing in the latest issue of Hand to Hand, ACM’s quarterly journal. The interview was conducted by Mary Maher, editor of Hand to Hand.
In 2006, Richard Louv delivered a keynote address at InterActivity held that year in Boston. He had recently published what would become a landmark book, Last Child in the Woods: Saving Our Children from Nature Deficit Disorder. In the years since, this award-winning journalist, commentator and activist has authored eight more books, including The Nature Principle: Reconnecting with Life in a Virtual Age, and most recently Vitamin N: The Essential Guide to a Nature-Rich Life: 500 Ways to Enrich Your Family’s Health & Happiness. His books, translated into thirteen languages and published in seventeen countries, have helped launch an international movement to connect children and their families to nature, which is the focus of an organization which he co-founded and for which he serves as chairman emeritus, Children & Nature Network.
Louv graciously took a break from working on his newest book, which is focused on the evolving relationship between humans and other animals, to respond to questions from the children’s museum field, one of many that have been deeply influenced by his work.
Mary Maher: In the eleven years since you delivered the keynote address at InterActivity 2006 in Boston, your message of getting kids back outside and involved with nature has spread within our field—and around the world. Has this message changed or been refined over the years?
Richard Louv: Since 2006, I’ve tried to place more emphasis on how we envision the future—long-term. Conservation is no longer enough. To improve our psychological and physical health, our sense of pleasure and happiness, and our ability to learn, we have to transform our cities, yards, homes, and workplaces into incubators of biodiversity.
We’re at a crucial point in what I call the “new nature movement.” Awareness has grown, but we need to move into an action mode, both at the family and community levels. My new book, Vitamin N, offers suggestions on how to do this that can be adapted by children’s museums. The Children & Nature Network, a nonprofit organization that grew out of Last Child in the Woods, currently has a partnership with the National League of Cities (representing 19,000 mayors and other municipal leaders in the U.S.) to urge mayors to improve opportunities for children and families to connect to nature in urban areas.
Children’s museums can join this effort (and many already have) by offering parallel opportunities, such as those now created in the green schoolyards movement—places where kids play in plant-filled natural settings. Children’s museums can play a larger role in creating bioregional awareness, directly helping families make real changes in their homes and neighborhood environments. For example, they can send children and parents home with native plants or seeds to help rebuild urban biodiversity, as well as promote nature-based play at home and in the community.
MM: Your book Vitamin N contains more than 500 activities to get kids and families more involved with nature. What are some of your favorite activities that are most effective at increasing that link to nature?
RL: It’s hard to choose, but here are three:
MM: In the eleven-plus years of your work on nature education, what are some unexpected outcomes or results?
RL: I’ve learned to my surprise that this is an intrinsically hopeful issue. The concern about connecting children to nature transcends political and religious barriers, and brings people together. It not only helps people look at education, healthcare, and urban design and architecture differently, but it may also help conservationists take the next step in the evolution of environmentalism.
In “Imagine a Newer World,” an essay adapted from The Nature Principle, I paint a modest portrait of what I hope that that world will be like.
MM: What role do you see children’s museums playing in better connecting their community’s children with nature?
RL: The seeds of the future are planted in our homes and neighborhoods, but also in a community’s businesses and institutions. Schools, museums, zoos, service organizations, churches, and more are the connectors of community. I am delighted to hear that more than fifty children’s museums around the U.S. are in the process of developing outdoor exhibits and play areas, some of which are written about in this issue.
Read the full interview here. To read other articles in the “Children’s Museums Go Outside” issue of Hand to Hand, subscribe today. ACM members also receive both digital and printed complimentary copies of Hand to Hand.
This post first appeared on the International Science Center & Science Museum Day Blog on October 3, 2017. The post is shared in partnership with Eco Boys and Girls.
By Sophia Collas and Maria Snyder
Eco Boys and Girls joins with the Association of Science-Technology Centers to celebrate the 2017 International Science Center and Science Museum Day (ISCSMD 2017) on November 10. As a children’s media company reaching young children across the globe with educational programming focused on early science, sustainable development, and respect for diversity through pluralism, being among leaders in science education and innovation is an exciting opportunity to learn from other dedicated professionals in this field.
Eco Boys and Girls has made it their mission to deliver high-quality early learning in the areas where it is needed most for the future generation to succeed in our ever-connected, globalized world. Promoting early science, sustainable development, and pluralism are the Eco Boys and Girls’ main focus across all of their programming. To achieve this, the organization delivers research-based curricula, media assets and materials, and hands-on activities. Driven by five charismatic and colorful characters—the Eco Boys and Girls—children are engaged in playful educational experiences through which they learn about their surroundings, taking care of the planet and each other.
Eco Boys and Girls has ongoing programming with the Association of Children’s Museums, based in Washington, D.C., which engages pre- and primary-school age children in activity-based and self-driven learning about the 17 Sustainable Development Goals (SDGs). Through this program, and in celebration of ISCSMD, young children are asked to think critically and curiously about the world around them and the role they play in making a positive difference.
With the Children’s Museum of New Hampshire, U.S., the Eco Boys and Girls Science Bites! Program leads children through science experiments that teach them about Science, Technology, Engineering, the Arts, and Mathematics (STEAM), and are joining ISCSMD 2017 with their programming at CMNH. Celebrating this important event, Eco Boys and Girls joins with other implementing organizations to share best practices and opportunities for collaborations with teachers committed to bringing innovative and forward-thinking education to young people around the world.
Eco Boys and Girls’ successes are in large part due to the high-quality materials and designs that capture children’s attention, but also because programs are designed to stimulate children in a number of ways. The engagement of children in practical, educational activities across their familiar environments—home, school and community—means that important and lasting effects will take hold. It is through the Eco Boys and Girls’ approach of child-friendly and relevant learning experiences that early childhood education can include science, sustainable development, and pluralism to prepare the youngest age group for the 21st Century.
Sophia Collas is Eco Boys and Girls’ Director of International Education, specializing in early childhood development. She also teaches professional development in international contexts. Maria Snyder, Founder and CEO of Eco Boys and Girls, is an artist, activist, and social entrepreneur creating brands that combine social ethics and economic purpose.
Several ACM members in the Gulf Coast region of Texas were directly impacted by Hurricane Harvey this past week. We’re happy to report that many of these museums are already open and providing a safe and fun place for families to play in this difficult time.
On Tuesday, August 29, ACM established the ACM Harvey Relief Fund to support the staff and families of our members affected by the storm. ACM will match the first $5,000, and the fund will remain open for donations through September 30. To date, we’ve received more than $2,500 in donations!
Thank you to all who have donated and spread the word about the Fund, including Shenandoah Valley Discovery Museum, the American Alliance of Museums, WOW! Children’s Museum, The Empathetic Museum, Mid-Hudson Children’s Museum, and the Children’s Museum of Brownsville.
We’re inspired by the words of Saleem Hue Penny, Associate Vice President of Community and Educational Partnerships at Chicago Children’s Museum: “in these moments reminded we are a ‘community,’ not merely an ‘association.’”
donated to @childmuseums #HarveyRelief https://t.co/Scy1GbsL11
in these moments reminded we are a “community”, not merely an “association” https://t.co/hljATv1qPK— Saleem Hue Penny (@huedotart) August 30, 2017
We’re heartened by the strength of our Texas museums, and by how our membership is coming together in support and solidarity. Thank you all for being a part of our community!
The Association of Children’s Museums (ACM) champions children’s museums worldwide. Follow ACM on Twitter and Facebook.
By Felipe Peña III
The role of a children’s museum is to provide a safe and fun place for families to play, learn, and enjoy time together. As executive director of the Children’s Museum of Brownsville, I am reminded of this every day. But what happens when new people arrive in your town? How does your local community respond to these different people? What is the role a museum plays in how it responds?
Immigration has always been an issue in America. As a child in Texas, I remember hearing about raids and the act of rounding up people, and seeing this on Spanish television. I remember hearing stories in my own community of people using scare tactics against those of their own culture. Someone would shout “LA MIGRA” (immigration) among a group of Hispanic immigrants without papers and everyone would scatter. As the experience of immigration in the U.S. continues to change, my perspective continues to change, and with the new administration even more so.
This spring, through ACM’s 90 Days of Action campaign, I had the opportunity to share my museum’s experience serving immigrant children from Central and South America with my colleagues in the children’s museum field. My community is located in the southernmost tip of Texas, a flat land covered in palm trees. Our metro has more than 3 million people, but it’s separated into two countries by the Rio Grande river—and a border fence divided so irrationally it leaves areas of “no man’s land” between the U.S. and Mexico.
Because of my museum’s location, we often host unaccompanied children living in immigrant detention centers. Over the past two years, we’ve seen an increase in these visits, which aren’t planned by the museum. We follow the rules set by the detention centers, including the use of security guards.
By the time these children reach our community, they have been through an unimaginable journey. Some have been trafficked and others, transported through stressful and crowded circumstances on LA BESTIA (“the beast”), a train that travels from Central America through the interior of Mexico. They have been cared for by strangers or taken advantage of by those with ill intentions. Most, if not all, are running from persecution by gangs and the lack of stability where they live.
When they are picked up at the border they are taken to detention centers in the Rio Grande Valley. They are kept in simple yet prison-like living conditions. They are clothed and fed but this is not a home: it is a holding facility. These processing centers are focused on either finding relatives of the unaccompanied minors in the U.S. or returning them to their homes in their respective countries. Those with neither option are placed in the foster care system.
To many, their experiences aren’t just sad, but unimaginable. My staff and I have many discussions about how, in responding to these situations over and over, we become numb. While we don’t feel shock any more, we never hesitate to talk to these children when they visit our museum, and show them the best time they could possibly have. We remind them, even if for only an hour, that they are children. It’s important to remember that children’s museums are here to make this very simple thing possible—honoring childhood. This can be the experience of a lifetime for children whether they visit us once or as a routine part of every week.
Sometimes these tragic events and migration stories have tough beginnings that lead to fruitful lives. Rossy Evelin Lima, a speaker at TEDx McAllen in 2015, inspired me by sharing her journey as immigrant determined to succeed. Rossy’s family immigrated to the U.S. looking for opportunity when she was 13. Later she graduated from the University of Texas – Pan American. Today, she’s an international award winning poet and linguist. She was a featured poet in the Smithsonian Latino Virtual Museum in 2015. This is just one story, one instance of success. There are countless more.
So, even though we might feel pain at hearing the stories immigrant children and families experience we must remember to always be hopeful. By celebrating childhood every day at children’s museums, we provide a reassurance that better days are ahead.
Felipe Peña III is executive director of the Children’s Museum of Brownsville. Follow the museum on Instagram and Facebook.
