Have you ever heard the term “hands-on” or discovery learning? What does it even mean? What theories are behind this expression?
In the world of early childhood education, where young minds are rapidly developing, discovery learning is an important concept to understand. Especially, if you are new to this profession.
It’s a concept that empowers children to discover, to learn through exploration. Today, we are going to talk about discovery learning through the lens of Kolb’s Experiential Learning Theory.
Kolb’s Learning Odyssey
Kolb’s Experiential Learning Theory, was named after the British educational theorist David A. Kolb, who proposed that people learn through experiences. Learning is a journey and it involves 4 stages.
Concrete Experience (CE): Imagine setting foot on an uncharted island, where every rock and tree invites your exploration. This stage involves experiencing a specific situation or activity. It’s the “hands-on” phase where learning happens through direct involvement, where emotions and feelings, sensorial experience are all important. Children use this stage naturally, as they are sensory learners.
Reflective Observation (RO): It’s the stage where learner is reflecting and pondering on what you’ve witnessed, felt, and experienced during learning experience, play or just observation of the world. The introspection here is the compass that guides the analysis. Children may need help to go this state and that’s when intentionality in teaching is important. Teachers promote reflections through discussions, dialogues, reviewing documentation and just asking open-ended questions like ‘I wonder”.
Abstract Conceptualisation (AC): In this stage, learners craft abstract concepts and theories inspired by their reflections. It’s the logical thinking phase where ideas hatch and hypotheses bloom. That’s an important stage and intentional teaching of concepts, thinking skills, and problem-solving skills through scaffolding, and modelling is required at this stage of the Kolb experiential learning cycle.
Active Experimentation (AE): Children who develop theories or hypotheses are ready to test their newfound knowledge in uncharted waters. This is where we help them to apply what they’ve learned in fresh situations, where practicality meets problem-solving.
In Kolb’s world, this learning is a continuous cycle, a spiral staircase of growth. While some may have preferences for certain stages, the process is what is important!!!
Discovery Learning in the Early Years
What does this look like in practice?
Hands-On Activities (Concrete Experience):
- Imagine a lot of sensory-rich activities you will offer to children to explore. They can touch, taste, and manipulate, from art projects to nature walks and science experiments.
- Encourage imaginative and dramatic play. Here, children can become pirates, astronauts, or time travelers, immersing themselves in different roles and scenarios. Remember they are concrete learners and need resources; props, puppets, slime in their everyday learning to discover some complex concepts. This principle should be the foundation for your learning and teaching.
Reflective Observation:
- Provide moments and opportunities for reflection during play, after inquiry-bsed experiences. Through discussions, journaling, or group sharing sessions, give children the space to ponder and express their thoughts and feelings. I wonder why… the frogs are green? I saw James building a castle today and it kept falling. Do you know why?
- Ask open-ended questions, guiding children to articulate their experiences.
- Here are my questions: https://www.youtube.com/shorts/F8no7uMIKbk
Abstract Conceptualisation:
- Help young learners connect their concrete experiences to broader concepts and ideas. For instance, if they’ve planted seeds in the garden, discuss growth, life cycles, and the importance of caring for living things.
- Encourage their curiosity to set sail on the “why” and “how” sea, promoting critical thinking and exploration.
Active Experimentation:
- Provide opportunities for children to apply their newfound knowledge in new contexts. If they’ve mastered shapes, offer materials for building structures or sorting objects by shape.
- Create riddles and challenges that require them to use their knowledge for problem-solving.
Flexible Learning Environments:
- Craft the physical space to accommodate various learning styles. Designate areas for hands-on exploration, quiet reflection, group discussions, and creative expression. Use loose parts and nature materials.
- Keep the learning environment fresh by regularly rotating materials and activities.
Emphasise Play-Based Learning:
- Encourage diverse types of play, from imaginative and social to physical and constructive.
- Let children take the helm of their play and exploration, promoting autonomy and self-directed learning.
- Ask questions
Observation and Individualisation:
- As you probably guessed, the observation will play an important role in adopting Kolb model. Observing each child’s preferences and learning style will help to tailor activities to their strengths while gently guiding growth in other areas.
- Encourage group activities to foster social learning and collaboration to support peer learning.
Supportive Adults:
- Early childhood educators and caregivers play the roles of mentors and co-adventurers in discoveries. They guide children through the learning cycle, offering encouragement and nurturing.
- Be patient, listen actively, and extend a hand when children encounter challenges. It’s through these gentle winds that young sailors grow.
More on reflective models here
