Articolul precedent |
Articolul urmator |
356 18 |
Ultima descărcare din IBN: 2024-03-05 19:12 |
Căutarea după subiecte similare conform CZU |
373.2 (838) |
Общее школьное образование. Общеобразовательная школа (2014) |
SM ISO690:2012 ENACHE, Amalia. Experiencial learning in preschool age. In: Patrimoniul cultural de ieri – implicații în dezvoltarea societății durabile de mâine, Ed. 3, 11-12 februarie 2021, Chişinău. Chișinău, Republica Moldova: 2021, Ediția 3, pp. 97-98. ISSN 2558 – 894X. |
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Patrimoniul cultural de ieri – implicații în dezvoltarea societății durabile de mâine Ediția 3, 2021 |
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Conferința "Yesterday’s heritage – implications for the development of tomorrow’s sustainable society" 3, Chişinău, Moldova, 11-12 februarie 2021 | ||||||
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CZU: 373.2 | ||||||
Pag. 97-98 | ||||||
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Experiential learning is learning that takes place after reflection on what is being done and is a learning through action, through cooperation. Although closely related to learning theories, the experiential learning methodology presents an innovative approach to training and includes a flexible structure of learning activities learning through observation and interaction with the environment. This experiential approach to learning allows participants to lead and take responsibility for learning individually through direct discoveries and experiments. The most interesting theory of learning is that stated by David A. Kolb and refers to experiential learning (learning from practice). Kolb identified a fourstage learning cycle: (1) concrete experience – refers to the participation in the respective event and its evaluation; (2) observations and reflections – the formulation of positive and critical observations and reflections is achieved through a process that Kolb called transformation into public fact, which involves sharing observations, feelings or other reactions generated by that experience, each other ; (3) the formation of abstract concepts and generalizations – is the result of the systematic examination of models and results of concrete experience and finding a meaning of the concrete event lived. Following this stage, new concepts are formulated and strategies for their application are generated; (4) active experimentation – involves the implementation of strategies, from which point the cycle is resumed by experiencing a new situation. Preschool age incorporates the idea that young ages are the basis of personality, and for the educational success of the child it is necessary to train all agencies with influences on the child, starting from the family, educational institutions to the community. In kindergarten, all the activities that take place together with the preschool children represent learning experiences for the child, starting from the integrated activities (focused on certain objectives and contents), to the moments routine or transition, which strengthens certain skills, abilities that contribute to the child’s autonomy, social coexistence, health, hygiene and protection, but can also expand the knowledge and experience gained through integrated activities. |
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