In Museum Notes, I write about younger kids in museums, preschools, libraries, and childcare; at play indoors and out; in formal and informal settings; within the US and within the Municipal schools of Reggio Emilia I do that as a part of my museum planning work, my professional service, my involvement with the Reggio network in Minnesota, and my collegial friendships with early childhood educators within the Twin Cities and past. This leads on to a fourth avenue of exploration – viewing casual learning as an expression of situated learning (see studying) This takes us beyond understandings of studying as being inside, or ‘within the skin’, of people (see dialogue of atomized notions of the self ) towards an understanding that takes in the social. As well as, research findings, and opinions supply a slightly higher picture of the casual studying ecosystem, especially in science and also spark ideas of how we, the museum practitioners, can improve current practices.
While casual learning may are inclined to occur as an individual endeavor, group learning may also be highly effective. It considers the roles of formal, casual and independent studying for as we speak’s teachers. Whereas each are concerned with acutely aware attempts to be taught, self-schooling additionally carries with it a dedication to sure values like respect for others, the seek for truth and so forth. Self-directed learning need not.