ABSTRACT
The early childhood classroom is often associated with learning and places an emphasis on supporting children's cognitive, physical, social, and emotional growth. For that reason it makes sense to take a closer look at the experience of children in classrooms as a window into the learning process. Formal learning is typically associated with schools, while informal learning is perceived in the context of social or cultural experiences represented by museums and libraries. The array of activities and the diversity in quality of programs in America's early childhood classrooms is stunning, ranging from untrained teachers with meager resources to privileged schools touted as stepping stones to the Ivy League. Even with this range of possibilities there are some constants that represent the vast majority of programs or, at the very least, the typical early childhood program. The museum-based approach is used to engage children in constructing meaning through objects and collections.
