Experiential Learning Practices in ECE: Perceptions and Practices
Journal Title: SPRY CONTEMPORARY EDUCATIONAL PRACTICES - Year 2022, Vol 1, Issue 1
Abstract
Background: Experiential learning is useful for helping people discover and make changes to their abilities, attitudes, and behaviours that will improve their productivity. The goal of the study is to determine the efficacy of curriculum implementation through experiential learning, along with the associated evaluation tools, in regard to consistency among playschools and schools, as well as to classify divergence points to develop novel approaches. Methodology: A mixed-method research approach has been adopted, comprising survey and focused group interviews. The reflection journal, curricular document research, and case studies were the key instruments used to investigate the hypotheses. The points of consistency and divergence between the two levels of education were explored using these methodologies. Results: According to the results of questionnaires and interviews, the majority of respondents felt that establishing connections between playschools, primary schools, and parents could make the shift to school smoother. 95% of those surveyed say they can notice the total differences between children who attended playschool and those who did not receive early training till the second grade. According to the majority of survey respondents (87%), irrespective of the method of implementation and school curriculum, ranging across the most outdated to the most progressive, early education is the driving notion of awareness that learning at an earlier age is the cornerstone of personal growth. Conclusion: In conclusion, learning at an earlier age is the cornerstone of personal growth, whereas experiential learning is the basis for constructing a career. This is supported by the curriculum consistency analysis between these two vital levels explored in the current work as well as the educational curricula.
Authors and Affiliations
Tuba Naeem
Keywords
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