The Early Childhood SELO Pasifika Leadership programme offers bi-monthly networking meetings to participants enrolled in the programme. The purpose of the network meetings is to explore the many aspects of Pasifika cultures through hands-on learning and language. One of the key messages echoed from the participants is that they value the hands-on experience as a catalyst for people sharing knowledge and skills, but also the bringing of people together with a common purpose.

What is experiential learning?

There is a wide range of research on the value of experiential learning. Haynes (2007) describes experiential learning as learning through action, doing, through experience, through discovery and exploration. Although learning content is important, learning from the process is at the heart of experiential learning.

Kolb (1984) signaled that experiential learning contains four elements: active experimentation (doing), concrete experience (experiencing), abstract conceptualization (thinking), and reflective observation (reflective).  He described each one of these elements as an essential part of the critical thinking process moving beyond rote learning.  It provides a better understanding of the material and instructors can increase their enjoyment of teaching.

My own personal experience of experiential learning

“Show me and I will learn”.

“Play is the highest form of research” (Albert Einstein)

I find myself increasingly interested and engaged in the changing landscape of education to one that intentionally considers the context of the 21st century. Much of the research — and many current trends influencing educators — relates to the need and desire to enhance problem solving, social capability, and reducing traditional industrial approaches to teaching and learning. Educators are beginning to consider what is important for learners, how to motivate and engage them, reduce the “dropout” rate, and position learners to best meet the education and societal challenges of the future.

We know young children are expert learners. They are hard wired to do this. Recent advances in brain development research showcase the ways in which this takes place. It is particularly vigorous in the first 3-5 years. Studies have shown that the application of divergent or creative thinking patterns sits at 98 percent for those under 5 years. But, evidence clearly shows the decline of this throughout childhood with a massive reduction in creative thinking processes by the time they leave school.

In western society, the broad dialogue in relation to learning for very young child is that ‘children learn through play’. But, how well can we articulate this in action? I suggest that deeper insight into how learning takes place through play is at the heart of progressing the education system, and engaging learners with motivation and enthusiasm.