International Journal of Education & the Arts

Citation: Smith-Gilman, S. (2023). ‘Museum mindfulness’ as space, place, and provocation: Supporting global development, community, and identity in early childhood. International Journal of Education & the Arts, 24(si1.3). http://doi.org/10.26209/ijea24si1.3

While this article focuses on activities and classroom practices that provide for children’s learning, its main objective aims to underscore how considering museums as space and place and creating a sense of ‘museum mindfulness,’ can activate young children’s global development. Furthermore, the provocation of museum characteristics as an environmental proponent, a space of “the third teacher”, as proposed by the Reggio Emilia approach, may indeed support a communal place for early development of holistic human growth. Such experiences at integral stages of development can lay foundations of identity, powerful enough to rouse one’s sense of self and place in the world.