The role of play, inspiration, and experimentation with real, practical situations and objects in children’s development was studied, discussed and described by a series of philosophers and pedagogues such as Jean Piaget, John Dewey, and Maria Montessori as early as the 19th century. During the 20th century, the work of these and other great thinkers and visionaries emboldened many practitioners to use truly new approaches in formal and informal education in the United States and around the world.
One of the successful and already established models is the “children’s museum.” The first children’s museum opened its doors in 1899 in Brooklyn, soon followed by others in Boston (1913), Detroit (1917) and Indianapolis (1925). These institutions were based on the principle that children need spaces that are specially created to inspire them and that are oriented to their lives, problems and needs. Often, children’s museums do not own their own collections, but offer specially designed games that stimulate curiosity and creativity in children.
The creators of children’s museums believe in the enormous significance of play in helping children realize their full potential. They take it as their mission to create special time for play.
Children’s museums are also a place for children and their parents and teachers to spend active and effective time together, by offering an opportunity for fun and play in shared spaces.
The children's science center Muzeiko is created on the model of children’s museums in the United States, taking into account the results of the latest research on children’s neurological development and methods for teaching children of different ages.