The functions of Museum have long been established and can be epitomized as a list of tasks: acquire,preserve, research, exhibit, and communicate their Collections. In the last few decades, the role of museum have changed mostly as regards the presentation of their Collections. The need arose for educating their target public as museum professionals sought to react more effectively to the populace interest.

Museum can be defined as a building housing a large number of interesting and valuable objects such as work of arts or historical items, displayed for study, relaxation and explore by the public. It can also be defined as an educational country fair that is rich with exciting things for individuals to explore and discover through touch and inquiry. Children cover the largest percentage of Nigerian museum visitors, having about 75% of the audience according to audience research. Museum provides direct learning to children through unique opportunities to explore various concepts of arts, science and social sciences.Children’s learning takes place in a range of formal and infomal settings,eg unstructured and self -paced museum programmes.

Generally, learning in the museum is referred to as infomal learning or free -choice learning and is qualitatively different from that in school based settings. As a result, findings from research in school based settings are not easily transferable to museum because learning in museum operates in rich and complex sites and focuses on concrete materials such as objects and exhibits.

Early childhood spans from birth to age eight. This is a time of critical change and development as a child attains physical and mental skills he will use for the rest of his life. It encompasses physical,socio- emotional, cognitive and psychomotor development. This stage of life is highly needed to safeguard and maximise children’s developmental outcomes.

Is there any role for museum in early childhood development? As research about importance of the years in developing the brains of children becomes more wildly disseminated and as the associations between the department of the brains and cognitive, social and emotional development become understand.

Majority of museum programmes focus on classes and tours for pre- school children and on professional development of early childhood educatiors.The primary emphasis is on the expertise and resources of the museum to facilitate hands- on- learning. The emerging question is: what can museum contribute to the positive development of pre- school children? In order to demonstrate that museum can contribute to early learning,they must make the case that the museum is not only places for fun, family outings and occasional pre- school field trips but that they provide the kinds of learning experiences and environment that contribute to the social, cognitive and emotional development of young children.         The United Nations Convention on the Rights of Children ( CRC) proclaims that children should have free and full access to cultural life from birth. The committee’s attention focused on children from 0-8 years. ( Early childhood age) and it identfied the need for activity and research about how to make these rights a reality.Museum inherently foster intrinsic motivation to learn and to sustain the engagement with objects and contents. Museum is an environment that allows for key conditions for learning. Children can construct and explore on their own with or without supervision. Children understand their culture, their heritage both tangible and intangible through play. Museum have helped teachers to simplify learning of culture and cultural heritage through relationship with museum objects and artifacts. Museum have helped children creative capacity through freedom of learning on their own in a lovely environment called museum.

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