ABSTRACT
Discovery as an educational practice is highly valued in many learning circles, particularly within the early childhood field. It places the learner in an active role and encourages meaning making which fits naturally with what is known about how children learn. Discovery as a method of learning is well documented in museums, from educational programs of the early twentieth century associated with school journeys or fieldtrips to the museum to programs. A child's natural curiosity is a catalyst for exploration and discovery, a process vital to learning. Conventional wisdom aligns with research to suggest that it is possible to build on children's natural inclination or curiosity to explore based on a few simple techniques. Photography is an art form that is common in our society, but one that is not always thought of in the context of young children. Discovery learning is a natural fit for the young learner, whether at home, in school, or at the museum.
