Emotional-interactive communication as a factor in the effective perception of museum exhibitions by children of primary and middle school age

Abstract

The article analyzes the features of museum exhibition perception by children of primary and middle school age in the context of contemporary approaches to museum pedagogy and communication. The study is based on materials from natural history exhibitions, particularly the Department of Zoology of the National Science and Natural History Museum of the NAS of Ukraine, and aims to identify factors that influence the effectiveness of children’s assimilation of museum information. Special attention is given to the role of emotional engagement and interactive interaction as key components in forming a holistic museum experience. The contextual learning model by J. Falk and L. Dierking is considered as the theoretical basis for analyzing the museum experience, formed at the intersection of personal, sociocultural, and physical contexts. It is shown that for a child audience, these contexts interact particularly intensively, creating the need to adapt methods of presenting scientific material to age-specific cognitive, emotional, and social characteristics. It is emphasized that children’s perception of museum information is not limited to the cognitive component but is shaped as a multidimensional experience in which emotional reactions, social interaction, and active participation play a significant role. The importance of dialogic communication, play-based and problem-solving elements, interactive environments, and narrative practices in working with children of primary and middle school age is analyzed. It is argued that emotional-interactive communication helps reduce psychological barriers to complex scientific content, stimulates cognitive activity, and forms a positive attitude toward the museum as a space of knowledge. The article summarizes the author’s practical experience applying these approaches during interactive programs and guided tours, confirming their effectiveness in working with children of different school ages. The conclusion is drawn that emotional-interactive communication is a necessary condition for the effective perception of natural history exhibitions by children, as it considers the combination of emotional responsiveness, narrative thinking, and the need for active engagement.