Museologic educational programs are based on the exhibition activity of the museum. The programs are designed according to the current exhibition that the museum houses. For the permanent exhibitions multiple educational programs are performed with alternative thematic, correspondingly to the thematic of museological documentation.
The approach of museologic information that is rated advisable to be taught to children results from the developmental level they are at. Under this skeptic, one thematic union of an educational program includes three or four programs with alternative performances according to age and school class. Educational programs are performed, taking into consideration previous cognitive experience of children of each school class and based upon familiar to them items and practices.
The aim is to motivate their interest and their disposition so that they get involved in a delightful research procedure and to move their discovery spirit resulting into building new cognitive levels and structures. Taking into consideration the conclusions of learning theories and the modern perceptions of pedagogy, we set the children in the action core while the educators hold a role mainly intermediate and auxiliary between museologic information and cognitive procedure. Approach of knowledge is succeeded in a cross-thematic way. Having as a central concept the theme of each exhibition, the thematic approaches are organized, that create an extended deepening spiral under the view of different scientists.
For example, in the exhibition of Olympic Games, the main thematic bunches are the historicity of the facts, the social features of the Games, economics, the cities that hosted the Games, doping, the importance of the body in creating champions etc. That thematic bunches when integrated to scientific areas, create a complete exploration frame of multiple views of each concept. Physics, chemistry, mathematics and literature, are prevalent scientific areas in every cross-thematic approach of museo-educational programs. As far as the knowledge procedure is concerned and enforcing their meta-cognitive prowess, the Museum relies mainly on team collaboration projects, in the frame and duration of the visit. Under this concept, lays the restrictive time limit of children’s staying at the museum, a fact doubtless binding to the complete elucidation of each children’s team dynamic
Especially important is the role of accompanying educators in team’s composition, as they are aware the individual cognitive, social and emotional features of children. Having the exploring and discovering the information procedures as a core, commonly into competitive moving conditions, work teams are created with interchangeable standards, but always farraginous as far as sex and prowess are concerned. Parallel to this, individual activity can be found in the kinetic/athletic process, providing each child the possibility of self-knowledge concerning his/her sport performance. While performance in kinetic activities is not an aim, the concept of personal boundary consists a main aim of spherical and balanced development of children. Self-knowledge concerning capabilities, defines also a series of other features (through experimental procedure) during the final conception of requirements and attributes, which define an athlete, as far as his choice of a specific sport and his performance in that.
Finally, principal methodological “tool” forms the game, in all its forms, mainly in team form. The playful way that prevails in educational programs of all ages, contributes in the creation of free and creative educational frame of knowledge. Children play during all phases of museo-educational programs, when following a targeted tour or even when consolidating and discussing of informative data. Games of imitating roles, symbolic and kinetic consist the core of action during knowledge procedures of new cognitive items and information.