An Experiential Learning Management Model (ELMM) for Early Childhood Based on Social Cognitive Theory and Constructivist Theory

Abstract

This study constructs an Experiential Learning Management Model (ELMM) for early childhood education, rooted in social cognitive theory (SCT) and constructivist theory. ELMM integrates six key modules: Experiential Learning, Metacognitive Monitoring, Dynamic Assessment, Contextualized Learning, Social Interaction, and Double-Loop Learning Paths. The model emphasizes the synergy of practice, reflection, and strategic self-regulation to enhance early cognitive, social, and emotional development. The study addresses common implementation challenges, including limited metacognitive skills, difficulties in dynamic assessment, and task complexity, offering solutions such as simplified tools, guided training, and progressive task design. This model aims to overcome the limitations of traditional experiential learning by incorporating structured feedback and contextual relevance. ELMM provides a cost-effective, adaptable framework to support holistic child development, fostering lifelong skills and adaptability in diverse educational settings.