Should we take children to Museums ?

Should we take children to museums ?

For a long time, museums were seen as quiet, formal places that were not very suitable for children. But everything has changed, and museums are now privileged spaces for informal education and increasingly places where learning is combined with fun.

So the short answer is: yes, we should take children to museums — and the sooner the better.

The longer answer involves a brief reflection on heritage education, emotion, cultural literacy, citizenship and the future.

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Why should we take children to museums?

The museum as a place of discovery

For a child, a museum can be a magical place. Ancient objects, colourful paintings, stories from other times and cultures awaken the natural curiosity of childhood.

Unlike traditional school learning, museums offer sensory and visual experiences, allowing children to learn through observation, imagination and questioning.

Even when children do not fully understand the content, they experience the space: the shapes, dimensions, materials and narratives.

The experiences we have when we take children to museums build memories and create familiarity with culture.

Education outside the classroom

Taking children to museums is a powerful form of non-formal education. Museums help to develop:

• critical thinking
• observation skills
• cultural curiosity
• a sense of historical time
• respect for heritage

Many institutions have already adapted their exhibitions with accessible language, interactive activities, and educational programmes designed specifically for children.

Let us not forget that the emotional relationship between the educator—whether formal or informal—is strengthened in contexts outside the classroom by taking children to museums or recreational or nature spaces.

We should also consider that taking children to museums can complement and facilitate programmatic learning in the classroom.

Explaining geometric solids using a cubist work of art, practising posture by looking at a work of art, learning the names of fruits or leaves from a still life, or rehearsing small dance steps while looking at a sculpture can be useful aids for teachers and educators.

Heritage education and cultural mediation

Museums are increasingly becoming spaces for active heritage education and cultural mediation.

Museums no longer position themselves in society as a separate space, but rather as an instrument of social and community integration and participation.

By taking children to museums, we are directly contributing to the principles of heritage education and cultural mediation.

Heritage education

Heritage education seeks to create links between people and heritage, promoting a sense of belonging, identity and collective responsibility. It is not just about transmitting information, but about building meaning from the relationship between the public and cultural assets.

Cultural mediation

Cultural mediation acts as a bridge between the object, the museum space and the visitor. In the case of children, this mediation should be sensitive, playful and participatory, valuing questions, personal interpretation and dialogue. The mediator is not only someone who explains, but someone who facilitates experiences, creates emotional connections and stimulates critical thinking from an early age.

By integrating heritage education and cultural mediation into museum practices, the museum ceases to be a distant space and becomes a place of belonging, where children recognise themselves as part of the history and culture that surrounds them.

‘But children don’t behave well in museums…’

This is one of the most common arguments — and also one of the most unfair.

Children are naturally curious, expressive and active. Instead of seeing this as a problem, we should view it as an opportunity to rethink the museum.

Educating for the museum also means teaching how to behave in the museum. With preparation, dialogue and age-appropriate proposals, children gradually learn to respect cultural spaces without losing their spontaneity.

Creating future audiences for culture

A child who visits museums tends to become an adult who values heritage, science, art, and history. In other words, taking children to the museum is not just a leisure activity — it is a long-term cultural and social investment.

By including children, museums become more alive, more inclusive, and more relevant to society.

The heritage we protect today is what children will care for tomorrow.

Conclusion

Yes, we should take children to museums. Not so that they behave like miniature adults, but so that they can be curious children in a space of culture. Museums should not be places forbidden to children, but rather a meeting ground for knowledge, emotion and imagination.

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Some examples

Nowadays, practically all museums and cultural venues have programmes for schools, families and themed events throughout the year (workshops, guided tours, storytelling, etc.), whether they have structured educational services or just small centres.

It is always worth exploring the heritage education offerings of these venues near you.

Here are just a few examples

Young V&A (London, UK)

A museum entirely dedicated to children and creativity.

• Hands-on galleries
• Design, play and imagination-based learning
• Strong focus on participation and co-creation

Exploratorium (San Francisco, USA)

International reference in museum education.

• Hundreds of hands-on exhibits
• Inquiry-based learning
• Activities designed for all ages

NEMO Science Museum (Amsterdam, Netherlands)

Highly popular family museum.

• Experiments designed for children
• Playful approach to science and technology
• Strong educational mediation