INTEGRATING EXPERIENTIAL LEARNING INTO THE DIDACTIC APPROACH IN PRESCHOOL EDUCATION
INTEGRATING EXPERIENTIAL LEARNING INTO THE DIDACTIC APPROACH IN PRESCHOOL EDUCATION

Summary/Abstract: The article examines the integration of experiential learning into the preschool didactic approach, with emphasis on the transformation of direct experience into meaningful, reflective and transferable learning. The study has a theoretical and methodological character and is based on conceptual analysis, comparison of learning theories and narrative synthesis of recent scientific literature in early childhood education. The first part presents the foundations of experiential learning, types of learning, relevant theories and models, and the particularities of learning in preschool age. The second part analyzes the values of experiential learning, the role of stimulus situations, the principles and methods specific to the experiential model, and the methodological recommendations through which educators can understand and apply experiential learning in a coherent didactic design. The article avoids repeating previously published directions on processuality, efficiency, play, outdoor learning and the teacher’s role, proposing instead an integrative framework focused on didactic articulation, stimulus situations and professional understanding. The results emphasize that experiential learning does not mean the simple use of practical activities, but the intentional organization of contexts in which children act, observe, verbalize, compare, reflect and transfer meanings to new situations.

• Details
• Contents