MOMMY, MUSEUMS & ME: THE ROLE OF AMERICAN CHILDREN'S MUSEUMS IN THE LIVES OF ADOLESCENT MOTHERS AND THEIR CHILDREN
MOMMY, MUSEUMS & ME: THE ROLE OF AMERICAN CHILDREN'S MUSEUMS IN THE LIVES OF ADOLESCENT MOTHERS AND THEIR CHILDREN
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Issue Date
2011
Authors
Abrams, Adriana
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Abstract
Although instances of teen parenting have been on the on the decline since the 1960s United States Census Supplementary Reports have show increases in recent years. The issue of pre-mature parenting is a substantial social issue in the U.S. effecting uses of public health, human development, education and wealth attainment, domestic violence, child abuse and neglect, and violent crime. Not only do children of young mothers exhibit emotional and cognitive delay, compared to children of adult mother, they are nine times more likely to live in poverty. Children of teen mothers do not face these challenges alone, their mothers, often between the ages fifteen and eighteen face a host of challenges as well. Young mothers are less to graduate from high school or attend college, more likely the work at low paying jobs, and rear more children than adult mothers. Unlike adult mothers, young mothers often exhibit signs of arrested Scio-emotional development, limiting their emotional capacity to bond with their children and develop healthy self-esteem.
By interviewing young mothers and adult women who gave birth to their children as teenagers, museum educators and educators who work with teen mother, and art education leaders, I have been able to determine what the needs of this unique community. The product of this project is an art making program designed for teen mothers and their children to take place at a children's museum. The goal of the program is to support the emotional and cognitive development of mother and child, as individuals and as a family unit. I designed this program, titles Mommies, Museums, & Me (outlined in the Recommendations section of this project) with the following considerations in mind: the socio-emotional and developmental needs of the audience as well as the needs of art making programs, parent-child programs, educational program at children's museums, and the needs of children's museums themselves. I recommend museum educators set learning goals and clearly establish and communicate expectations for the program to museum staff, program participants, and program partners. I urge museum educators to consider any and all Practical considerations for designing and implementing a successful museum program and utilize sample programs as a frame of reference. Furthermore, I recommend that in order to have the most successful program for this community, museums should form a hybrid of successful programs already engaging the audience. The resulting art making program for teen mothers and their children should be composed of a comprehensive program outline and rationale, complete with, program goals, instructional scope, and strategies to achieve set goals.