The role of the teacher in organizing experiential learning situations in preschool education

Abstract

The article analyses the role of the teacher in organizing experiential learning situations in preschool education from the perspective of the theoretical foundations of learning through experience, current curricular orientations, and recent research on the quality of early childhood education. The aim of the study is to clarify the professional functions through which the educator transforms the child’s experience into meaningful, reflective, and transferable learning. The study follows a theoretical scoping review design, aimed at mapping and interpreting relevant theoretical, curricular, and empirical contributions on experiential learning in preschool education. The analysis is based on conceptual analysis, source comparison, and narrative synthesis of the specialized literature. Classical works in experiential learning, curricular documents from Romania and the Republic of Moldova, international reports, and recent studies on guided play, reflection, formative assessment, executive functions, and partnership with the family were examined. The results highlight five major dimensions of the teacher’s role: designing the experience, organizing the educational environment, mediating exploration and reflection, formative assessment with individualization, and articulating the relationship with the family and the community. It is concluded that the effectiveness of experiential learning does not derive from the child’s mere participation in practical activities, but from the quality of pedagogical intervention, the continuity of experiences, and the teacher’s ability to support dialogue, initiative, and transfer. The article offers useful landmarks for modernizing kindergarten practices and strengthening teachers’ professionalism.