Exploring Teachers' Experiences with Experiential Learning through hands-On Activities in Fostering the Social and Motor development of Kindergarten Learners in Public Elementary Schools of Maddela I District, Schools Division of Quirino

Authors

  • EVANGELINE RANOS NORTHEASTERN COLLEGE Author

DOI:

https://doi.org/10.64358/sih.v2i3.117

Keywords:

experiential learning

Abstract

Early childhood education serves as the foundation for lifelong learning by fostering children's cognitive, physical, social, emotional, and motor development through meaningful and developmentally appropriate learning experiences. In the Philippine Kindergarten Curriculum, experiential learning through hands-on activities is recognized as an essential pedagogical approach that enables young learners to actively construct knowledge while developing critical life skills. Hands-on learning opportunities such as play-based activities, manipulative tasks, movement exercises, collaborative games, arts and crafts, storytelling, and outdoor exploration provide authentic experiences that enhance children's social interaction, fine and gross motor coordination, creativity, communication, and problem-solving abilities. Despite the recognized importance of experiential learning, Kindergarten teachers continue to encounter instructional challenges associated with classroom implementation, resource availability, learner diversity, and curriculum demands. This qualitative phenomenological study explored the lived experiences of Kindergarten teachers in implementing experiential learning through hands-on activities to foster the social and motor development of learners in Divisoria Norte Elementary School, Maddela I District, Schools Division of Quirino. Specifically, the study examined teachers' instructional practices, classroom experiences, perceived benefits, implementation challenges, adaptive strategies, and recommendations for strengthening experiential learning in Kindergarten education. Twelve Kindergarten teachers were purposively selected as participants based on their direct teaching experience. Data were gathered through semi-structured, in-depth interviews and analyzed using Braun and Clarke's (2006) six-phase thematic analysis. The findings revealed that experiential learning significantly enhances learners' social competence, fine and gross motor skills, communication abilities, self-confidence, creativity, collaboration, and classroom engagement. Teachers demonstrated remarkable instructional creativity by utilizing locally available materials, contextualized learning experiences, and play-based strategies despite limited instructional resources. However, participants identified challenges related to inadequate learning materials, overcrowded classrooms, limited instructional time, and varying developmental readiness among learners. The study concludes that experiential learning through hands-on activities remains a highly effective pedagogical approach for promoting holistic Kindergarten development. Strengthened institutional support, continuous professional development, improved learning resources, and enhanced parent-school partnerships are recommended to sustain high-quality experiential learning in early childhood education.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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