Teaching Context
The teaching context may include anything from the surrounding environment. For instance, in outdoor learning, sensory stimulators can be used; these stimulators may include light and dark, noise and silence, shelter and exposure, calm and energized, food and hunger, loneliness and gregariousness, solitude and crowded, hot and cold air, wet and dry (Beard & Wilson 2005, p. 62). Interaction with the environment is the basis of teaching disaffected and disengaged 4-9-year-olds. Real-life experiences will also facilitate the delivering of vocational qualifications and make the students more prepared for their future job roles.
Rationale for Research
This research is going to deal with the effect of the experiential education on the academic achievements of 4-9-year-old young people. Firstly, the literature used for the research will be discussed in order to explain the focus of the research. This will be followed by the description of the research methodolo
gy with the discussion of the primary data collected for the research. Finally, the findings of the research will be presented and analysed.
Literature Review
Exploring the chosen aspect of the problem is extremely vital. The matter is that the 4-9 year old stage is a critical one. Cooper (2000) states that, at this age, most of the young people need different environment for learning, the environment which can motivate them. Experiential learning is exactly what such students need because it is able to evoke their interest in vocational qualifications:
If more qualifications are seen as portable across the boundaries between types of job and types of learning programme, they may be seen by people as more desirable. Motivation to learn for qualification may be higher if the key stakeholders (learners, employers and learning providers) are involved in the management of general education. (Coles, Werquin & Organisation for Economic Co-operation and Development 2007, p. 47)