Experiential Learning: A Pragmatic Approach to Teaching Kindergarten Pupils
DOI:
https://doi.org/10.65339/ijsair.V2.I2.552Keywords:
Adaptation of Activities, Cognitive Development, Emotional Development, Experiential Learning, Kindergarten Education, Play-Based Learning, Pragmatic Learning, Social Development, Teacher Facilitation, Thematic AnalysisAbstract
This study investigated the implementation and effectiveness of experiential learning in kindergarten classrooms within the Diocese of Baguio Schools (DOBS). Grounded in Pragmatic Learning Theory and Social Constructivism, it aimed to examine how teachers organize, execute, and adapt experiential learning strategies and their perceived impact on pupils’ social, cognitive, and emotional development. A qualitative descriptive design was employed, involving ten kindergarten teachers selected through purposive sampling. Data were collected via semi-structured interviews conducted through Google Forms and follow-up online discussions, and analyzed using thematic analysis. Results showed that teachers predominantly utilized hands-on and play-based activities, complemented by flexible and adaptive planning, which significantly enhanced social skills, cognitive understanding, and emotional growth among pupils. Challenges such as limited time, inadequate resources, and classroom management difficulties were noted, addressed through differentiated instruction and scaffolding. The study concluded that experiential learning is a developmentally appropriate and effective pedagogical approach, with teachers acting as essential facilitators. Recommendations include continued use of experiential strategies, professional development, provision of adequate resources, and curriculum flexibility. The study contributes to SDG 4 (Quality Education) and SDG 3 (Good Health and Well-Being) by promoting holistic development and active engagement in early childhood learning, supporting social, cognitive, and emotional sustainability in educational settings.
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