PRESCHOOL TEACHERS' PERSPECTIVES ON THE EXPERIENTIAL LEARNING PROCESS OF 5-6-YEAR-OLD CHILDREN IN GETTING FAMILIAR WITH MATHEMATIC ACTIVITIES

DOI: 10.18173/2354-1075.2024-0085

Abstract

Many domestic and international authors have affirmed that play-based learning and experiential learning are effective learning methods for preschool children. Experiential learning suits preschool children's cognitive path from concrete to abstract. Experiential learning in math familiarization activities also helps children develop thinking skills such as problem-solving, generalization, critical thinking, and helping children to be confident and interested in participating in activities. The study surveyed the opinions of 435 preschool teachers in several provinces/cities about experiential learning for 5-6-year-old preschool children through activities to get acquainted with math. Research results show that Vietnamese preschool teachers have adjusted their model of the experiential learning process of preschool children compared to D. Kolb's theoretical framework to better suit the context. The research results also suggest some policy suggestions to enhance the organization of children's experiences in educational activities in preschool.