Description:
Identification of the problem / relevance of the research. The early childhood is the most intense period of time during it the child actively learns a lot about the world. Experiential education in early childhood is attracting a great deal of attention from scientists and practitioners around the world, but in Lithuania there is not much research on the application of`experiential education at an early age, because, even today, pre-school education implemented from an adult but not a child’s point of view: educators are main knowledge carriers and initiators of children’s activities. Today children have less and less time to explore and play. What will the children be in future- well versed in technology but never seen a rainbow in the sky? There are problematic questions: “What are the possibilities of experiential education at an early age?”; “How much the experiential education is important for the development of the abilities at an early age?”
The aim/goal of the paper is to reveal the possibilities of experiential education in early age.
The subject of the paper: the possibilities of experiential education in early age.
Objectives of the paper:
1. To reveal possibilities of experiential education in early age. 2. To conduct research of experiential education in early age, to present the results of the research. 3. To plan and implement an educational project in early age group, of pre-school institution based on the results of research. Research methods: analysis of scientific literature, questionnaire. Conclusions: the research has revealed that educators agree with the scientific theory literature, that the experiential education possibilities at an early age depends on the richness of its environment, conveyed through experiential education, measures to promote the development and teacher‘s ideas for experiential education. The research that was carried out showed that educators face restrictions on the use of tools in organizing experiential education.
