2026 Theses Doctoral

The Little Things, They're Not So Little: Examining Features of and Responses to an Early Childhood Art Museum Program

Lucas-Chong, Megan

This study investigates how a highly regarded early-childhood art museum program engages young children (ages two through four) and their caregivers. It examines what pedagogical features shape these engagements and what participants value about their experience in the program. Using a qualitative case‐study design, triangulation of data was used involving observations of three program sessions, interviews with caregiver participants, program educators and the program administrator as well as a review of program descriptions. Data was transcribed, coded, and analyzed alongside relevant literature where themes emerged across these sources.

Findings demonstrated that the program fostered intrafamily bonding and nurtured connections among participant caregivers. Relational and embodied experiences were highlights of the early childhood program as children and adults engaged with materials, artworks. one another and the museum space through gesture and movement. Additionally, caregivers often acted as co-learners rather than merely facilitators. This was attributed to a thoughtfully designed environment and program structure that supported participants, many of whose children were first time museum goers. Factors such as educator responsiveness, validation of unexpected uses of materials, reframing of frustrations as discoveries and inviting multiple modes of participation were responsible for contributing to the expansion of children’s and caregiver’s sense of agency.

This study carries implications for how art museums design and facilitate programs for young children and their caregivers. It suggests that when programs emphasize embodied, relational, and intergenerational engagement, museums can move beyond traditional, adult-centered approaches to create more inclusive and meaningful spaces for family learning. In summary, this study identifies early childhood art museum education as an intergenerational and empowering practice, despite constraints that may be imposed on the field, fostering connection in places where certain barriers may exist.