Early childhood education thrives on curiosity, exploration, and authentic engagement. David A. Kolb’s Experiential Learning Theory offers a powerful framework for understanding how young children learn through doing, reflecting, thinking, and trying again. Rather than viewing learning as a linear process, Kolb positions it as a continuous cycle—one that mirrors the natural way children interact with the world.
Kolb’s model includes four interconnected stages:
- Concrete Experience – Engaging in a direct, hands-on experience
- Reflective Observation – Thinking about and analyzing the experience
- Abstract Conceptualization – Forming ideas, theories, or understandings
- Active Experimentation—Applying new knowledge to test and refine understanding
In early childhood settings, this cycle unfolds organically throughout the day. When educators intentionally design environments and experiences that support each stage, children develop deeper understanding, stronger problem-solving skills, and greater confidence as learners.
1. Concrete Experience: Learning Through Direct Engagement
Concrete experiences are the heart of early childhood learning. Children touch, explore, manipulate, observe, and immerse themselves in the world around them. These experiences are sensory-rich, emotionally engaging, and deeply meaningful.
Examples in Early Childhood
- Sensory Play: Water play, sand trays, slime, mud kitchens
- Construction Play: Building with blocks, loose parts, recycled materials
- Cooking Experiences: Mixing batter, kneading dough, tasting ingredients
- Outdoor Exploration: Nature walks, gardening, observing insects
- Dramatic Play: Running a pretend shop, caring for dolls, playing doctor
Practical Example
A child pours water between containers of different sizes. They feel the weight, watch the flow, and notice what spills. This hands-on moment becomes the foundation for later reflection and understanding.
2. Reflective Observation: Making Sense of the Experience
After engaging in an activity, children naturally pause to observe what happened. They might watch others, revisit their actions, or express their thoughts verbally or nonverbally. Educators play a key role in supporting this stage by offering language, prompts, and time for reflection.
Examples in Early Childhood
- Learning Stories: Children revisit photos or narratives of their play
- Reflective Conversations: “What did you notice when the tower fell?”
- Observation Drawings: Sketching a leaf, insect, or block structure
- Group Discussions: Sharing what happened during an experiment or activity
Practical Example
After building a tall block tower that collapses, a child pauses and says, “It fell because the bottom was wobbly.” This moment of reflection helps them connect action to outcome.
3. Abstract Conceptualization: Forming Ideas and Theories
In this stage, children begin to develop explanations, predictions, or theories based on their reflections. They start connecting experiences to broader concepts—cause and effect, patterns, relationships, and rules.
Examples in Early Childhood
- Developing Theories: “Heavy things sink, light things float.”
- Making Predictions: “If I add more blocks at the bottom, it won’t fall.”
- Connecting Ideas: Linking a gardening experience to plant growth
- Problem-Solving Discussions: “What could we try next time?”
Practical Example
After observing that some objects float and others sink, a child concludes, “The sponge floats because it’s light and has holes.” This is early scientific reasoning emerging from play.
4. Active Experimentation: Trying Out New Ideas
Children test their theories by trying again—adjusting, modifying, and experimenting. This stage reinforces learning and encourages persistence, creativity, and resilience.
Examples in Early Childhood
- Rebuilding a Block Tower: Using a wider base after reflecting on stability
- Gardening: Adjusting watering routines based on plant growth
- Art Exploration: Mixing colours to see what new shades appear
- Science Play: Testing different materials in water after forming predictions
Practical Example
A child who previously built a wobbly tower now starts with larger blocks at the bottom. They are applying new knowledge to refine their approach—an essential part of the learning cycle.
Bringing the Cycle Together: A Full Example
Activity: Making Bubble Mixture
Concrete Experience:
Children mix water, soap, and glycerin, then blow bubbles using different tools.
Reflective Observation:
They notice some bubbles pop quickly, some float longer, and some tools make bigger bubbles.
Abstract Conceptualization:
Children form ideas: “More soap makes stronger bubbles” or “The big wand makes giant bubbles.”
Active Experimentation:
They adjust the mixture, try new tools, or change how they blow to test their theories.
This simple activity becomes a rich scientific investigation when viewed through Kolb’s lens.
Why Kolb’s Theory Matters in Early Childhood
Kolb’s cycle aligns beautifully with play-based learning and the Early Years Learning Framework (EYLF). It supports:
- Critical thinking and problem-solving
- Curiosity and inquiry-based learning
- Emotional engagement and resilience
- Language development through reflection and discussion
- STEM learning through hands-on exploration
Most importantly, it honours children as capable, active learners who construct knowledge through meaningful experiences.
Practical Ways Educators Can Embed Kolb’s Cycle Daily
- Provide open-ended materials that invite exploration
- Use reflective prompts (“What did you notice?” “What might happen next?”)
- Document learning through photos, notes, and children’s words
- Encourage children to revisit experiences and try new approaches
- Create environments that support experimentation without fear of failure
- Model curiosity and reflective thinking
Kolb’s Experiential Learning Cycle reminds us that learning is not a single moment; it’s a living, breathing process that unfolds through curiosity, reflection, and action. In early childhood settings, this cycle is already happening every day in the block corner, the garden bed, the art studio, and the dramatic play space. When educators intentionally recognise and nurture each stage, children gain deeper understanding, stronger problem‑solving skills, and a sense of agency in their own learning journey.
By designing environments rich in hands‑on experiences, offering time and language for reflection, supporting children to form their own theories, and encouraging them to test their ideas, we honour them as capable thinkers and creators. This approach not only strengthens cognitive development but also builds resilience, confidence, and joy.
As educators, our role is to walk alongside children as co‑learners, noticing the spark in their eyes when something clicks, celebrating their discoveries, and providing the gentle scaffolding that helps them take their next step. When we embrace experiential learning, we create spaces where children feel safe to explore, empowered to question, and inspired to try again.
Further Reading
Child Theorists and Their Theories in Practice
Linking Theories To The EYLF
Activities That Link To Educational Theories
Applying Early Learning Theories
How To Apply Theorists In Observations
Behaviourism Theory in Early Childhood Education
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