The methodology used in the development of exhibitions is strongly tinged with the “word culture”, language and literacy. The starting point is usually a scientific text (lato sensu), usually embodied in articles, which leads to messages (via synthesis and reformulation) that will be organize into a thread often on a narrative or demonstrative mode. The resulting productions often borrow their structure to texts, even if it is a text more complex in its construction and its semantic components. The text also occupies an important place in the exhibitions to name the objects, to convey the subject, to organize the appropriation of space or content and to give instructions for use for activities.

But what to do when dealing with children (3 to 8 y) who are not readers? Written words cannot be used. Textual structure and logic are of no help. We have to fundamentally renew the way we design an exhibition. How to develop an appropriate communication not using words? What kind of information can we transmit? What kind of activities can we create that convey not only the meaning of the exhibition but also information? How can toddlers learn autonomously in an exhibition, at their own pace, on their own way, regardless of adult’s help?

On the basis of case studies, a designer, a director of a children museum, a pedagogue and two museum experts will briefly point four specific issues: 1. What can we expect children learn and do in such an exhibition, in a developmental perspective? 2. What role can parents or educators play when the goal is that children learn and explore by their own? 3. What kind of information or knowledge can/cannot be transmitted without words? 4. How to organize a meaningful space? How to help toddlers orienting themselves in the exhibition? 5. How to state instruction for use for this specific public.

The audience will be divided in four groups according to issues in order to discuss how to address those challenges.