Experiential learning empowers children in a way that guided, dependant work does not. Children are able to pursue their own areas of interest and solve problems as they occur. Their learning becomes relative to their own interests and thus, can produce higher levels of focus and concentration. Instead of thinking about two plus two equalling four, they think about having two footballs but only one pitch to play on or they have nine players but only have space for eight.
With real life situational problems children get to experience a more practical way of applying the knowledge they acquire in the classroom during a maths or science lesson. Experimenting with the help of peers can help develop communication skills in a way that allows students to participate more in group exercises or team games. Experiential learning allows children to develop their own unique strategies as they are not restricted by guided learning or being made to think in a specific way. It encourages ‘out of the box’ thinking. This is a way of thinking that is becoming increasingly important when it comes to selecting candidates for jobs as the world of employment continues to evolve and demands on employees change. It also reinforces the idea that there is no right or wrong way to get from A to B, just different paths.
Learning to deal with failure is an important process for children and young adults. For example, a child will get instant feedback when bouncing a ball. Playing and experimenting with that ball enables them to experience ‘failure’ at first hand but it also gives them the opportunity to solve their problem quite quickly, without the need for a teacher or adult to assist. Children often feel a real sense of pride when they eventually solve the problem of the ball not bouncing up or they suddenly have the ability to catch the ball when it does. Why? Because they have solved the problem themselves.
As educators, we too can improve our practice via the use of experiential learning. Children often express social or emotional difficulties when they are focused on the task at hand and forget that adults are there. By observing these children, we get to know their personalities better and can change our approach to their learning in the classroom. Children can also provide us with positive feedback relating to their development. Quite often there will be children who become more assertive and look to take the lead role in an activity while developing a great sense of pride when their strategies solve problems. This is especially true when they have gone through a challenging process in order to get to that end goal.
So, next time you see your child playing in a sandpit or arranging pebbles into a particular order, be confident that they are more than likely learning and developing in a positive way.
By David Knape,
Lower Primary PE teacher and Newsletter Coordinator
